ABLA 6 - Vibal Publishing

Transcription

This Teacher's Manual is intended only for teachers who use a Vibal CTLP.
© Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.
PREFACE
V English Series
Across Borders Through Language 6
A Learning Guide Based on UbD
Second Edition
ISBN 978-971-07-2549-6
Copyright 2010 by Vibal Publishing House, Inc. and Pacita M. Gahol, Domenia
F. Ronquillo, and Phebe S. Peña.
All rights reserved. No part of this book may be reproduced or transmitted in
any form or any means—electronic or mechanical, including photocopying,
recording, or any information storage and retrieval system without permission
in writing from the publisher and the authors.
Artwork belongs solely to Vibal Publishing House, Inc.
Published and printed by Vibal Publishing House, Inc.
Main Office: 1253 Gregorio Araneta Avenue cor. Maria Clara
Street, Quezon City, Philippines
Cebu Office: Unit 202 Cebu Holdings Center, Cebu Business
Park,
Cardinal Rosales Avenue, Cebu City, Philippines
Davao Office: Kalamansi St. cor. 1st Avenue, Juna Subdivision,
Matina, Davao City, Philippines
Iloilo Office: Unit 6, 144 M. H del Pilar St., Molo,
Iloilo, Philippines
Cagayan de Oro Office: Bldg. A, Unit 4, Pride Rock Business Park,
Gusa, Cagayan de Oro City, Philippines
Member: Philippine Educational Publishers’ Association; Book Development
Association of the Philippines; Association of South East Asian Publishers;
Graphic Arts Technical Foundationociation of South East Asian Publishers;
Graphic Arts Technical Foundation
The Vibal Publishing House English Series is a set of teachinglearning resources composed of a pupils’ worktext in Reading and
in Language, for grades one to six, curriculum units and teaching
guides, and CD-ROMs to accompany the worktexts.
Specifically, the titles of the resource materials are as follows:
• Across Borders Through Language
2nd Edition (Grades 1 to 6)
• Across Borders Through Reading
2nd Edition (Grades 1to 6)
• A Learning Guide based on UbD (Grades 1 to 6)
• Language CD-ROM (To accompany Across Borders
Through Language, Grades 1-6)
• Reading CD-ROM (To accompany Across Borders
Through Reading, Grades 1-6)
The established goals of the VP English Series are the Department of Education-mandated goals for English language and literacy
learning in all Philippine schools as set forth in the Basic Education Curriculum, Philippine Elementary Learning Competencies
(BEC-PELC) and quoted hereunder:
Access varied information and creatively use them in spoken
and written forms, communicate fluently and accurately, orally
and in writing for a variety of purposes and in different social
and academic contexts at their level, while carrying out activities
in everyday life.
The expectations for the different grade levels as set forth in
the BEC-PELC are the established goals for each grade level of the
series. These grade expectations are as follows:
• At the end of Grade VI, the learner is expected to listen
critically; communicate one’s feeling and ideas orally and
ii
in writing with a high level of proficiency; and read various
text types/materials to serve one’s own learning needs in
meeting a wide range of life’s purposes.
•
At the end of Grade V, the learner is expected to listen critically to different text types; express ideas logically in oral
and written forms; and demonstrate interest in reading to
meet one’s various needs.
•
At the of Grade IV, the learner is expected to listen critically
at news reports, and radio broadcasts and express ideas
accurately in oral and in written form; demonstrate more
independence in the use of language to meet everyday needs;
and read independently for pleasure and get information
from various text types.
•
At the end of Grade III, the learner is expected to listen
critically to get information from text heard; demonstrate
independence in using the basic language structure in oral
and written communication; and read with comprehension.
•
At the end of Grade II, the learner is expected to listen
critically to 1-2 paragraphs; use appropriate expressions in
varied situations and about places and topics of interest;
read critically and fluently in correct thought units, texts
for information and entertainment and respond properly
to environmental prints like signs, posters, commands and
requests; and write legibly simple sentences and messages
in cursive form.
•
At the end of Grade I, the learner is expected to recognize
differences in speech sounds, word stress, intonation patterns in sentences heard; speak clearly and use appropriate
expressions in talking about oneself, and the immediate
environment; read with ease and understanding beginners’
books in English; and write legibly information about oneself, common words, and simple sentences in manuscript
form.
The overarching principles/understandings about language that
govern the series are as follows:
• Language is a system of symbols used for human communication.
• Language is functional and purposeful. Language is used
for information and understanding, for critical analysis and
evaluation, for literary response and expression, and for
social interaction.
• Language is rule-governed behaviour. Language is governed
by both language and social conventions—sound-to-spelling
correspondences, grammatical conventions, rhetorical conventions, pronunciation and usage conventions, and basic
interpersonal communication conventions.
• Language processes are meaning-making processes. The language macroskills—listening, speaking, reading, and writing—
are thinking, discovering, ordering, and meaning- making
processes. They allow individuals to make their thoughts
and feelings visible and leads them to explain, interpret,
apply, empathize, asses, organize, analyze, and synthesize
ideas, concepts, and principles.
• Language allows individuals to communicate through varied
literary genres. Language can be used to convey imaginations and enables human beings to understand themselves
and their immediate and non-immediate environments.
• Language is best learned and acquired when individuals
have positive attitudes towards themselves as language users and when they engage in meaningful literary activities.
The VP English Series is informed by the tenets of Understanding by Design advocated by Grant Wiggins and Jay McTighe.
Hence, the processes involved in “backward designing” have been
adopted in the series. The three stages of instructional planning,
namely, Stage 1: Identifying Desired Results; Stage 2: Determining
Acceptable Evidence; and Stage 3: Identifying the Learning Plan,
are reflected in the curriculum unit plans for each grade level.
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In this series, the overarching macro skills (big ideas/major
strands) and sub-skills inherent in the English Language Arts are
identified as follows:
• Listening
Auditory Discrimination Skills
Auditory Comprehension Skills
•
Speaking
Pronunciation Skills
Grammatical Skills
Judgmental Skills
Organizational Skills
•
Reading
Decoding Skills
Comprehension Application Skills
Vocabulary Skills
Literary Skills
Meaning-getting Skills Study Skills
•
Writing
Mechanical Skills
Grammatical Skills
•
Viewing
•
Visual Representing
•
•
•
•
•
develops language and literary skills in both hierarchical
and spiral fashion;
provides fun learning and practice of specific forms and
structures in meaningful and realistic communication situations;
provides for the use of language and language skills in both
content and skill areas across the curriculum;
recognizes learner characteristics and differences in terms
of motivation, interests, and learning styles, and provides
differentiated instruction to cater to these differences; and
inculcates desirable Filipino values and develops deep appreciation for both Philippine and foreign cultures thus
preparing the learner for global citizenship.
DESCRIPTION OF THE INSTRUCTIONAL RESOURCES
Judgmental Skills
Organizational Skills
In sum, the significant features of the VP English Series are
as follows:
• reflects current trends and developments in instructional
planning, language and literacy instruction and, assessment
and evaluation;
• recognizes the interrelationships of the macroskills and
microskills in the English language arts;
• uses electronically-driven instructional resources to complement and supplement printed resources
• recognizes content and performance standards, competencies, and benchmarks for each level of schooling, attainable
within specific and appropriate conditions and periods of
time;
The Pupils’ Worktexts
In the VP English Series, each grade level in the elementary school is provided with two worktexts namely, Across Borders
Through Language (for Listening, Speaking, and Writing) and Across
Borders Through Reading (for Reading).
The units in each worktext are organized around unit themes,
the content of which is derived from varied disciplines and human
activities. Each unit is introduced through a theme-related picture
and some lines of verse. Each lesson in a unit is made up of several
sections as described below.
Across Borders Through Language
Each lesson in this worktext is made up of the following sections:
•
Lesson Opener – this section may be a dialogue, a picture
story, or an informative article. It serves as the springboard
for the grammar point(s) to be treated in the lesson and the
lesson and the listening, speaking, and writing activities the
pupils will engage in.
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•
•
•
•
•
Grammar Point – In this section, the grammar forms and
structures to be treated in the lesson are presented and
generalizations arrived at. Exercises that require the application of the grammar rules are provided. These are generally
discrete-point items.
Tune In – In this section, the sounds and texts for the auditory discrimination and auditory comprehension activities
are presented.
Say It Right – Pronunciation exercises and varied speaking
activities are provided in this sections.
Write It Down – In this section, spelling, capitalization, and
punctuation rules and exercises are provided. Activities that
require the writing of well-formed sentences and paragraphs
are also included.
Lesson Check up – Each lesson ends with a discrete-point
test usually on the grammar points presented.
Each unit ends with the following sections:
• Using Language Creatively – Each unit ends with a writing
activity which requires the learners to write an extended
discourse. The steps in writing the text are presented in
this section.
• Unit Test – Each unit ends with a discrete-point test on the
grammar points treated in the unit.
The Learning Guides
Each worktext in the VP English Series is accompanied by a
learning guide. Each guide has the following significant features.
• Includes Understanding by Design unit plans.
The unit plans have been designed following the “backward design” proposed by Jay McTighe and Grant Wiggins.
Each unit provides a listing of:
1. the desired results or outcomes in terms of
a. the content and performance standards
b. the essential questions and understandings
c. the targeted knowledge and skills
2. the assessment evidences which include
a. authentic assessments
b. traditional assessments
•
3. the learning plan which specifies
a. the learning activities
b. the instructional resources and materials
Includes detailed lesson-specific learning guides.
Each learning guide includes the following sections:
1. learning objectives
4. assessment evidence
2. subject matter
5. learning activities
3. teaching-learning resources
The learning activities in the Teaching Guide that accompanies
Across Borders Through Language correspond to the lesson parts in
the pupil’s worktext. In this section, suggestions on how to proceed
with each activity, grammar explanation, and background information are included.
Aside from the activities in the textbook and the teacher’s
manual, e-learning activities are also provided through the accompanying CD-ROM and in the online book site. Through the portal
for teachers at www.vibalpublishing.com, teachers can access these
e-learning materials. Just log-on to i-teach.vibalpublishing.com,
click ENGLISH in the subject tabs then choose the title that you
are using.
The CD-ROM
In the VP English Series, each worktext is bundled with a CDROM, Language CD-ROM goes with Across Borders Through Language
and Reading Interactive CD-ROM goes with Across Borders Through
Reading.
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The Language CD-ROM
The Language CD-ROM contains auditory discrimination exercises, listening selections and exercises, and grammar exercises.
Two lessons in every unit in each worktext are supplemented with
e-learning activities.
The teacher can choose from any of the following options in
the use of the CD-ROM:
• Use e-learning in the classroom if multimedia facilities like
a computer with a CD-ROM drive, a speaker, LCD projector, or Internet connection are available;
• Take the class to the Audio-Visual Room with a multimedia
set up as enumerated above or book the computer laboratory
to carry out the e-learning activities;
• Assign the e-learning activities as homework assignments.
2. Select the lesson.
The VP English Series answers the need of English teachers for
integrated, research-based, computer-assisted resource material for
acquisition of the English language and for literacy development.
Follow the instructions below to access the specific features of
the Language CD-ROM.
1. Select the unit title of Across Borders Through Language.
3. Select the activity.
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4. Read the instructions and do the activity.
2. Click on AcrossBorders Through Language Grade Six.
Ask your pupils to access some activities online by logging on
to i-learn.vibalpublishing.com.
1. Once you are at i-learn.vibalpulishing.com, select the
English subject area.
3. Select the unit from the menu on the right column.
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4. Select the lesson and click on your desired activity.
All instructional designs, including UbD, have: (a) educational goals/objectives and content, (b) teaching-learning
strategies, and (c) assessment.
1.1 Goals/Objectives and Content
Educational psychologists group the general goals of
education into three:
a. Knowledge (cognitive goal)
b. Skills, both cognitive and manipulative (behavioral
goal)
c. Attitudes (affective goal)
Some educators express objectives as learning competencies. For lesson plans, some educators recommend that
these be stated as behavioral objectives, since behavior
is easiest to detect if the objectives have been attained.
Content includes the main topics and major ideas
per chapter.
INTRODUCTION
Following the mandate to improve the country’s curriculum
for Basic Education in order to equip the youth with the skills and
knowledge needed in this Information Age, the Department of
Education (DepEd) deemed it wise to utilize the teaching-learning
paradigm proposed by Grant Wiggins and Jay Mctighe (2002). The
authors call it “Understanding by Design”, now popularly called
UbD.
1. KNOWING UNDERSTANDING by DESIGN (UbD)
Q1: In essence, what is UbD?
It is a proposed design for a curriculum framework, a course
program, a unit plan, a learning system and the like. It can
simply be described as an instructional design.
Q2: What are the major components of all instructional designs?
1.2 Teaching Strategies and Techniques
All instructional designs encourage teachers to use
varied instructional activities that are relevant to the
pupils’ daily life and cater to their learning styles and
multiple intelligences.
The strategies and techniques that teachers use vary
depending on various factors—LEARNER factors (their
characteristics, SES, readiness, etc.); LEARNING ENVIRONMENT factors (school facilities and equipment,
books and other learning resources, etc.); and TEACHER
factors (their academic background, trainings attended,
teaching experience, etc.)
The teaching strategies also vary among the various
academic disciplines. In science, for instance, found to
be most effective are: (a) the inquiry approach and (b)
hands-on learning or learning by doing, where the learner
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employs as many senses as possible in the learning process–touch, sight, hearing, smell and taste. On the other
hand, very effective in a skill subject are: (a) learning by
doing and (b) drill/repetition.
1.3 Assessment
Assessment is used to monitor learning, to find out if
the pupils are achieving the objectives. It tells the teacher
if the pupils understood what he or she taught them.
Very helpful to instruction is formative evaluation.
The results of formative evaluation are the teacher’s guide
in identifying the topics and skills where the pupils did
not have meaningful learning and, therefore, need to be
reinforced. Formative evaluation is usually short and addresses specific topics/concepts and skills.
Summative evaluation is less useful to instruction
since it is given at the end of the quarter/unit and very
little remedial work can de done, if any.
Then, there is the issue of traditional versus alternative
tests. Traditional tests (e.g., multiple choice, matching,
filling the blanks, etc.) are characterized by the fact that
the answers to the questions are already found in the test,
and the pupils simply choose them. These tests are easy
to check, but the thinking skills they involve are generally
lower than the alternative tests.
Alternative tests, also called performance-based assessment or performance tasks, are characterized by the
fact that the outputs or the answers to certain questions
in the task are constructed by the pupils, borrowing the
term from constructivism.
The output of performance tasks are not graded the
same way as the results of traditional tests. They are
graded based on a set of criteria that is unique to each output. Thus, performance tasks are accompanied by rubrics.
2. IMPLEMENTATION STRATEGIES OF THE PROPOSED
DESIGN
Q3: In terms of the basic components of an instructional design,
what are the contributions of UbD?
The major contributions of UbD are in the areas of content
and assessment.
2.1 Content
Content is the structural base of the knowledge goal
of education in school.
a. UbD recommends that, from the start, the teacher
should identify the main idea, or what UbD calls ‘big
idea’ or ‘enduring understanding’ and what DepEd
calls ‘essential understanding’ (EU). The idea is that,
as far as content is concerned, the EU should serve
as the focus of all the instructional activities in each
chapter or unit or quarter.
b. UbD also recommends that, to arrive at the EU,
the teacher should initiate the discussion by means
of a question, what UbD and DepEd call ‘essential
questions’ (EQ). The answer to the EQ is the EU.
Sometimes, several EQs are answered by one EU.
And sometimes, one EQ is answered by several EUs.
2.2 Assessment
a. UbD recommends that, right after the identification
of the EU, the teacher should think of the appropriate
performance task that will depict pupils understanding of the EU and supporting concept(s) and, at the
same time, promote lifelong learning. The reason is
that, since the teacher has a goal, he or she must have
the appropriate tool, or instrument, to determine the
attainment of said goal.
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b. Once the pupils’ performance task has been identified,
the teacher may now choose instructional activities
that will help the pupils understand the EU and EQ
and, at the same time, give them the knowledge and
skills that will enable them to successfully accomplish
the identified performance assessment.
2.3 Classroom Instruction
a. UbD recognizes the importance of having a vast
repertoire of strategies and activities to attain the
educational goal.
The choice of learning activities should, of course,
take into consideration the various factors cited in
Section 1.2, aside from the special curricular features
that DepEd requires such as integration of values and
environmental education.
b. It goes without saying that management of instructional activities is achieved through a lesson plan.
However, with UbD, the lesson plan may cover an
entire quarter or unit or chapter. But if the classroom
teacher feels more comfortable having also having a
daily lesson plan, so be it.
c. In this regard, all that UbD reminds the teacher of
is this: before designing the lesson plan, go back to
the CONTENT and the ASSESSMENT previously
identified.
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Content and Objectives Outline
for Across Borders Through Language (ABLA) 6
UNIT I Our Country, Our People
Lesson Opener
Grammar Point
Tune In
(Auditory
Discrimination
and Auditory
Comprehension)
Say It Right
(Pronunciation
and Oral Practice)
Write It Down
(Spelling and
Writing Practice)
Spin Off
(Integration with
the Other Content
Areas)
Lesson Checkup
(Paper-and-pencil
tests)
Lesson 1
Shaping a Home
for Our People
Reading a Speech
“A Country Worth
Fighting For”
Recognizing
Nouns
Recognizing
Collective
Nouns
Recognizing the
Primary Stress
in Compound
Nouns
Listening to Infer
the Message in
a Speech
Observing Rules
of Word Stress
in English
Writing a News
Article
Preparing for El
Niño
– correct spelling
of nouns
– abstract nouns
and concrete
nouns
– compound
nouns
– noun-forming
suffixes
– collective nouns
– verb forms
Lesson 2
Celebrating Our
Culture
Reading
Expository
Paragraphs
“The Pahiyas
Festival”
Showing
Possession
Using Nouns as
Vocatives
Using Nouns as
Appositives
Listening to
Details of
Sounds
Listening to a
New
wss Broadcast
B
News
Developing Good
Speaking Voices
Using the
Apostrophe (’)
Writing a Short
Introduction of
a Guest Speaker
– correct use
of nouns in
sentences
– writing
sentences
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Lesson 3
Heroes Then and
Now
Reading Accounts
of Heroic Deeds
“Young Heroes”
Recognizing
Gerunds
Recognizing
Infinitives
Distinguishing
Between
Exclamations
and Statements
Listening to an
Anecdote
Practicing to
Be Radio
Broadcaster
Writng a Short
Anecdote
Heroes of Our
Land
– gerunds and
infinitives
Lesson 4
Journeying Into
the Past
Reading a Tale
“The Golden
Apples”
Recognizing
Pronouns
Recognizing the
Antecedent of
Pronouns and
Determiners
Listening to Fill in
Missing Words
in a Telephone
Conversation
Listening to a
Conversation
Talking About
Clubs in School
Observing
Telephone
Manners
Writing a Diary
Entry
The Brothers
Grimm
– pronouns,
antecedents,
and determiners
Lesson 5
A Flash of Pride
Reading a
Narrative
Account
“Gabriel ‘Flash’
Elorde”
Recognizing
Indefinite
Pronouns
Distinguishing
Formal and
Informal
Responses
Listening to an
Interview
Preparing for an
Interview
Writing an
Interview
Report
Knowing a
Famous
Sportsman
– indefinite
pronoun and
verb agreement
– verb forms
– demonstrative
pronouns and
demonstrative
determiners
Recognizing
and Using
Demonstrative
Pronouns
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Lesson 6
Encountering
Noble Deeds
Reading a
Biography
“Trinidad Tecson”
Recognizing and
Using Reflexive
and Intensive
Pronouns
Listening for the
/f/ Sound
Listening to Note
Sequence of
Events
Pronouncing
Correctly Words
with f, ff, ph, or
gh
Writing a
Summary of a
Sequence of
Events
Writing a Friendly
Letter
Keeping
Memories Alive
– reflexive and
intensive
pronouns
– compound
personal
pronoun
– writing
sentences
Spin Off
(Integration with
the Other Content
Areas)
Lesson Checkup
(Paper-and-pencil
tests)
Saving Our
Wildlife
– verb forms
Recognizing
Interrogative
Pronouns
Using Language Creatively: Writing a Persuasive Paragraph or Essay
UNIT II Nature Watch
Lesson Opener
Lesson 1
Saving the Wild
Reading a
Conversation
“Protecting Our
Wildlife”
Grammar Point
Reviewing
Subject-Verb
Agreement
Tune In
(Auditory
Discrimination
and Auditory
Comprehension)
Say It Right
(Pronunciation
and Oral Practice)
Write It Down
(Spelling and
Writing Practice)
Listening to the
Sounds /ø/ and
/ow/
Listening to Note
the Details in a
Narrative
Saying Words with
the Sounds /ø/
and /ow/
Writing a Report
from a Concept
Map
Learning More
About SubjectVerb Agreement
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Lesson 2
Coping with
Nature’s Fury
Reading a Science
Article
“Living with the
Earth’s Climate
Recognizing
Derived Verbs
Recognizing and
Using Helping
Verbs
Discriminating
Between Voiced
th and Voiceless
th
Pronouncing
Words with
Voiced th and
Voiceless th
Retelling a News
Story
Writing a News
Report
Writing a Journal
Entry
– non-derived
verbs
– verb-forming
prefixes and
suffixes
– verb-forming
affixes
Listening to
Imitations of
Real-life Sounds
Listening to a
Poem
Saying Statements
and Questions
with Correct
Intonation
Developing a
Paragraph by
Definition
Writing About
a Bird and Its
Habitat
– present
progressive
form of the verb
– transitive verbs
and intransitive
verbs
– direct objects
Listening for
Rhyming Words
Listening to an
Announcement
Giving
Announcements
Orally
Writing an Outline
Doing Research
on Medicinal
Plants
– active voice and
passive voice
– writing
sentences
– verb forms
Listening to a
News Report
Lesson 3
Hats Off to
Nature’s Music
Reading an
Excerpt from an
Essay
“The Philippines: A
Music Box”
Recognizing the
Progressive
Form of Verbs
Lesson 4
Caring for Mother
Earth
Reading Some
Reminders
“Reminders to
Vacationers”
Using Sentences
in the Active
Voice and in the
Passive Voice
Recognizing and
Using Transitive
and Intransitive
Verbs
Recognizing
Modals and
Phrasal Modals
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Lesson 5
Harmony with
Birds
Reading an
Informational
Text
“Helping Birds
Multiply”
Reviewing the
Forms of Verbs
Recognizing
and Using the
Present Perfect
Recognizing
and Using the
Present Perfect
Progressive
Form of Verbs
Using the Past
Perfect Form of
Verbs
Using the Future
Perfect
Listening to the
Sounds of a
and u in the
Past and Past
Participle Forms
of Verbs
Listening to Note
Contrasting
Words
Pronouncing the
Vowels a and
u in the Past
Participle Form
of Verbs
Writing a
Paragraph
Writing
Paragraphs
– verb forms
– writing
sentences
Lesson 6
Hopes and Wishes
Reading a Poem
“I Wish and Hope”
Using the Correct
Verb Form with
Wish
Using the Correct
Verb Form with
Hope
Using Conditional
Sentences
Listening to Vowel
Change in Verb
Forms
Listening to Note
the Message in
a Song
Giving an Oral
Report Based on
an Observation
of Nature
Writing Journal
Entries
Conducting a
Research on
Plants
– using verbs in
sentences
– sentence
completion
– sentence
construction
Using Language Creatively: Writing an Explanation
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UNIT III Simple Joys
Lesson Opener
Lesson 1
Nurturing the
Underwater
Gardens
Reading an Article
“The Tubbataha
Reef”
Grammar Point
Recognizing
Adjectives
Tune In
(Auditory
Discrimination
and Auditory
Comprehension)
Say It Right
(Pronunciation
and Oral Practice)
Write It Down
(Spelling and
Writing Practice)
Spin Off
(Integration with
the Other Content
Areas)
Lesson Checkup
(Paper-and-pencil
tests)
Listening to
Derived
Descriptive
Words
Listening to
Descriptive
Paragraphs
Pronouncing
Derived
Adjectives
Correctly
Writing a
Travelogue
A Travelogue
– adjectivesforming suffixes
– antonyms
– synonyms
– completing
sentences
– writing
sentences
– predicate
adjectives
Placing Stress in
Sentences
Listening to an
Introduction
Pronouncing
Homophones/
Homonyms
Correctly
Writing a
Description of a
Person
A Character
Sketch
– adjectives in
series
– writing
sentences
Recognizing
Adjectiveforming Suffixes
and Their
Meanings
Lesson 2
Wonderful Domeshaped Hills
Reading a Legend
“How the
Chocolate Hills
Came to Be”
Ordering
Adjectives in a
Series
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Lesson 3
Treasures of the
South
Reading a Diary
Entry
“Cherry’s Diary”
Learning About
Compound
Adjectives and
Participles
Listening for
Rhyming Words
Listening to
Appreciate a
Poem
Giving Directions
Writing a Letter of
Invitation
A Thank–You
Letter
– compound
adjectives
– participles
– writing
sentences
Lesson 4
Wandering with
Mole and Troll
Reading a Funny
Conversation
“A Timeout with a
Friend”
Identifying
Adverbs
Listening to a Joke
Listening to Note
the Punch Line
in a Joke
Saying
Interjections
with Strong
Emotions
Writing About
a Humorous
Experience
Knowing More
About a
Comedian/
Comedienne
– adverbs and
adjectives
– writing
sentences
Lesson 5
Cheers to Life
Reading a
Sportscast
“A View of a Game”
Comparing
Adverbs
Observing
Juncture in
Speaking
Listening to Note
Details in a
Sportscast
Sounding Off tio,
ssio, ch, su, sio,
and cio
Writing a Sports
News
Choosing a Sports
Activity
– adverbs
– comparating
and superlative
forms of
adverbs
– writing
sentences
xvii
Lesson 6
Learning to Learn
Reading Comic
Strips
Using Prepositions
and
Prepositional
Phrases
Observing Correct
Phrasing in
Poetry
Listening to
Apppreciate
the Humor in a
Poem
More on
Homonyms
Writing a Reading
Report
Stories You Like
Best
– preposition
– prepositional
phrases and
object of
prepositions
– writing
sentences
Spin Off
(Integration with
the Other Content
Areas)
Lesson Checkup
(Paper-and-pencil
tests)
Saving Our Seas
“Greenpeace
International”
“Oceana”
“World WIldlife
Fund (WWF)
– simple
sentences,
compound
sentences,
complex
sentences and
compoundcomplex
sentences
Using
Prepositional
Phrases as
Adjectives and
Adverbs
Using Language Creatively: Writing Cause and Effect Paragraph
UNIT IV The World Around Us
Lesson Opener
Lesson 1
Saving the Deep
Reading a
Conversation
“Big Fish Talks
About the
Ocean”
Grammar Point
Kinds of
Sentences
According to
Structure
Tune In
(Auditory
Discrimination
and Auditory
Comprehension)
Distinguishing
the Rising
and Falling
Intonations in
Tag Questions
Listening to
Instructions
Say It Right
(Pronunciation
and Oral Practice)
Saying Tag
Questions
with Correct
Intonation
Write It Down
(Spelling and
Writing Practice)
Writing One’s
Personal
Account
xviii
Lesson 2
Most Revealing
Noise
Reading a Science
Report
“The Volcano’s
Sound”
Noun Clauses
Listening to Note
the Message in
a Poem
Distinguishing
Between the /p/
and /f/ Sounds
Pronouncing /p/
and /f/ in Words
and Phrases
Writing a Mini
Script
Volcanoes of the
Philippines
– noun clause
and its
functionssubject, direct
object, indirect
object, object of
preposition, and
predicate noun
– copleting
sentences
Lesson 3
Exploring Our
Nation’s Pride
Reading a Travel
Brochure
“Coron: Paradise
on Earth”
Adjective Clauses
Distinguishing
Between the
/ae/ and /a/
Sounds
Listening to an
Advertisement
Pronouncing /
ae/ and /a/
in Words and
Phrases
Writing an
Advertisement
The Tubbataha
Reef
– adjective
clauses
– writing
sentences
Lesson 4
Love of Home and
Loyalty
Reading a Poem
“The Heart of a
Tree”
Essential and
Nonessential
Clauses
Listening to
Visualize Lines
in a Song
Recognizing the
/ft/, /nt/, /rt/,
and /st/ Sounds
Pronouncing
Distinctly the /
ft/, /nt/, /rt/, and
/st/ in Words
and Phrases
Writing a
Descriptive
Paragraph
The Lives of
Filipino Painters
– essential and
nonessential
clauses
– completing
sentences
– writing
sentences
xix
Lesson 5
Connecting Lives
Reading an Article
“Peace Corps
Volunteers”
Building
Sentences
Through
Sentence
Patterns
Building More
Sentences
Using Other
Sentence
Patterns
Distinguishing the
Sounds of e
Listening to Infer
Character Traits
or Feelings from
Dialogues
Pronouncing the
Sounds of e
Correctly
Writing an
Opinion Letter
Volunteerism
– sentence
pattern
– writing
sentences
– functions of
words/phrases
in a sentence
Lesson 6
Reaching Out by
the Hotline
Reading About a
Process
“Project: Hotline”
Transitional
Expressions
Identifying the
Major Stress
Listening to
Predict an
Outcome
Stressing
Compound
Nouns Correctly
Writing About a
Process
The Pushcart
Classroom
– transitional
expressions
– writing
sentences
Using Language Creatively: Writing for an Assessment
xx
TABLE OF CONTENTS
UNIT
I OUR COUNTRY, OUR PEOPLE................
2
UNIT
III SIMPLE JOYS ............................................
LESSON
1
Shaping a Home for Our People ....
6
LESSON
1
Nurturing the Underwater Gardens ..
65
LESSON
2
Celebrating Our Culture ................
10
LESSON
2
Wonderful Dome-shaped Hills .......
68
LESSON
3
Heroes Then and Now ...................
13
LESSON
3
Treasures of the South ...................
72
LESSON
4
Journeying Into the Past .................
16
LESSON
4
Wandering with Mole and Troll ......
75
LESSON
5
A Flash of Pride .............................
19
LESSON
5
Cheers to Life ................................
78
LESSON
6
Encountering Noble Deeds ............
21
LESSON
6
Learning to Learn ..........................
81
Using Language Creatively: Writing a
Persuasive Paragraph or Essay
UNIT
60
II NATURE WATCH ......................................
Using Language Creatively: Writing
Cause and Effect Paragraph
31
UNIT
IV THE WORLD AROUND US.......................
87
LESSON
1
Saving the Wild ..............................
35
LESSON
1
Saving the Deep .............................
92
LESSON
2
Coping with Nature’s Fury .............
38
LESSON
2
Most Revealing Noise ....................
95
LESSON
3
Hats Off to Nature’s Music ............
42
LESSON
3
Exploring Our Nation’s Pride .........
99
LESSON
4
Caring for Mother Earth ................
45
LESSON
4
Love of Home and Loyalty ............. 103
LESSON
5
Harmony with Birds .......................
49
LESSON
5
Connecting Lives ........................... 106
LESSON
6
Hopes and Wishes..........................
54
LESSON
6
Reaching Out by the Hotline ......... 111
Using Language Creatively:
Writing an Explanation
Using Language Creatively:
Writing for Assessment
1
•
OVERARCHING GOAL
For the pupils to access varied information and creatively use
them in spoken and written forms; communicate fluently and accurately orally and in writing, for a variety of purposes and different social and academic contexts at their level while carrying out
activities in everyday life.
•
•
write varied types of texts for various purposes and
for various audiences using well-formed sentences,
appropriate vocabulary, and language conventions;
read with comprehension varied types of print and
non-print texts for various purposes,
use technological aids for various purposes.
B. Essential Understandings, Questions, Knowledge, and Skills
GRADE EXPECTATION
Essential Understandings
At the end of Grade Six, the pupil is expected to listen critically,
communicate his or her feelings and ideas orally and in writing with
a high level of proficiency, and read various text types or materials
to serve one’s own learning needs in meeting a wide range of life’s
purposes.
UNIT PLANS AND LESSON GUIDES
UNIT
1.
2.
3.
1 OUR COUNTRY, OUR PEOPLE
I. Desired Results
A. Content and Performance Standards
1. Content Standards
Acquire grade-level knowledge of a broad range
of spoken, written, and visual texts, a repertoire of
processes or strategies for creating, interpreting, and
analyzing texts, and knowledge of the underlying systems
and structures of language and language conventions.
2. Performance Standards
• Listen to varied types of texts for various purposes
and for extended periods of time;
• use well-formed sentences, appropriate and specific
vocabulary, and acceptable pronunciation in all
forms of speaking tasks;
4.
5.
6.
Language is used for human communication.
Language forms and
structures are realizations
of language functions
in both oral and written
communication.
People listen to various
texts, delivered live or
through electronic devices, for various purposes.
Language and social
conventions are observed
when people communicate with one another
through various channels.
Varied text types vary
in purpose, structure,
vocabulary, and intended
audience.
Acceptable pronunciation
involves minimally the
use of appropriate distinctions and use of appropriate intonation patterns.
2
Essential Questions
1.
2.
3.
4.
5.
Why should one observe
language and social conventions when communicating with other people?
Why should a person use
appropriate and accurate
language forms and structures as he or she uses
language in performing
varied linguistic acts?
Why is it important for a
language user to discriminate one speech
sound from another and
to produce those sounds
correctly?
Why should a person
know many words?
Why should a person
consider purpose and
audience as he or she
listens, reads, speaks, and
writes?
Knowledge
Skills
Pupils will know…
•
what nouns are through
their forms and functions;
•
what pronouns are, their
classifications, and their
referents;
•
what gerunds and infinitives are and their uses;
•
the different text types,
their purposes, and discourse structures;
•
the social conventions
observed when engaging
in varied speaking tasks.
Pupils will be able to:
•
use nouns, pronouns,
gerunds, and infinitives
correctly in sentences;
•
listen to varied text types
for varied purposes and for
extended periods of time;
•
engage in varied speaking activities and use
well-formed sentences, appropriate vocabulary, and
acceptable pronunciation;
•
observe the required social
conventions when engaging in varied speaking
tasks;
•
write a variety of text types
giving particular attention
to their purposes, audience, discourse structure,
and language and social
conventions;
•
use print and non-print resources and aids to locate
information for various
purposes;
•
use varied strategies for
composing extended written discourse.
II. Assessment Evidence
A. Authentic Assessment
1. After listening to varied texts, delivered live or electronically, the pupils demonstrate comprehension by
recalling specific details, retelling the text, and sharing
similar texts.
2. Throughout the unit, the pupils participate in varied
speaking activities and demonstrate correct pronunciation, use of appropriate vocabulary and well-formed
sentences, and observe appropriate social conventions.
3. Throughout the unit, the pupils engage in varied writing
activities and demonstrate use of well-formed sentences,
appropriate vocabulary and writing mechanics, and
observe social conventions.
4. The pupils locate information from various sources for
the purpose of presenting new information or supplementing information given in the worktext.
B. Traditional Assessment
1. Given a number of discrete-point exercises on specific
grammar points, the pupils correctly answer all the items
in each exercise.
2. Given a set of words, the pupils identify the initial,
medial, and/or final sound or cluster of sounds.
3. Given the objective-type unit test, the pupils answer
the items with 80% as the cut-off point for acceptable
performance.
C. Rubrics
Qualitative Description
4 - Proficient
3 - Partially proficient
2 - Above novice
1 - Novice
3
1. Spelling and Handwriting
4
Spells grade-appropriate high-frequency words accurately, prints manuscript forms very legibly, and
spaces letters, words, and sentences neatly and appropriately
3
Spells grade-appropriate high-frequency words
with no significant errors, prints legible manuscript
forms, and spaces letters, words, and sentences appropriately
2
Spells grade-appropriate high-frequency words with
few significant errors and many minor errors, uses
somewhat legible manuscript forms and sometimes
applies unclear spacing between letters, words, and
sentences
1
many significant and minor errors, prints illegible
manuscript forms and often applies unclear spacing
between letters, words, and sentences
2. Punctuation and Capitalization
4
Uses sentence-end punctuation marks and capital
letters to begin sentences, names of persons and
places correctly at all times
3
places with some errors now and then
2
places with few errors
1
places with many errors
3. Oral Communication
4 Gives a creative, highly-effective oral presentation
in simple “share-and-tell” activities
3 Gives an ordinary oral presentation in simple “shareand-tell” activities
2 Gives limited oral presentation in simple “shareand-tell” activities
1 Gives a very limited oral presentation in simple
“share-and-tell” activities
4. Listening
4 Listens attentively to oral text delivered live or on CD
and shows comprehension by carrying out instructions and responding to detail questions correctly
at all times
3 Listens attentively to oral text delivered live or on
CD and shows comprehension most of the time by
correctly carrying out instructions and responding
to questions on detail
2 Occasionally listens attentively to oral text delivered
live or on CD and occasionally shows comprehension by correctly carrying out instructions and
responding to questions on details
1 Seldom listens attentively to oral text delivered live
or on CD and rarely shows comprehension by correctly carrying out instructions and responding to
questions on details
5. Writing
4 Consistently uses well-formed sentences and correct
mechanics in grade-appropriate composing activities
3 Oftentimes uses well-formed sentences and correct
4
2
1
Occasionally uses well-formed sentences and correct mechanics in grade-appropriate composing
activities
Rarely uses well-formed sentences and correct mechanics in grade-appropriate composing activities
6. Vocabulary
4 Uses new grade-appropriate vocabulary introduced
in stories and informational texts with fluency, accuracy, and precision
in stories and informational texts with few significant errors
in stories and informational texts with many significant errors
in stories and informational texts with very many
significant errors
7. Sentence Structure and Grammar
4 Uses correct content and function words and word
order when constructing complete sentences all the
time
3 Commits occasional errors in the use of content and
function words and in word order when constructing
complete sentences
2 Commits many errors in the use of content and
function words and in word order when constructing complete sentences
1 Commits very many errors in the use of content and
complete sentences
8. Social Conventions
4
Consistently uses appropriate social conventions in
all large and small group situations
3
Uses appropriate social conventions in most large
and small group situations
2
Uses appropriate social conventions in some large
1
Uses appropriate social conventions in very few large
9. Literary Appreciation
4
Consistently shows enjoyment of varied gradeappropriate literary texts by listening to, talking
about, and reading them and memorizing and reciting selected poems, rhymes, and verses
3
Often shows enjoyment of varied grade-appropriate
literary texts by listening to, talking about, and
reading them and memorizing and reciting selected
poems, rhymes, and verses
2
Occasionally shows enjoyment of varied gradeappropriate literary texts by listening to, talking
1
Rarely shows enjoyment of varied grade-appropriate
The ESL Composition Profile which is the result of
extensive research in the United States may be adopted in
the scoring of compositions. The point system and criteria
are summarized below.
5
ESL Composition Profile
Content
30-27
26-22
21-17
16-13
–
–
–
–
Excellent to Very Good
Good to Average
Fair to Poor
Very Poor
Organization
20-18 – Excellent to Very Good
17-14 – Good to Average
13-10 – Fair to Poor
9-7 –Very Poor
Vocabulary
9-7 –Very Poor
Language Use
9-7 –Very Poor
Mechanics
5 –Excellent to Very Good
4 –Good to Average
3 –Fair to Poor
2 –Very Poor
Due to copyright constraints, the detailed description
cannot be reprinted here. Potential users of this rating scale
can log on to http://eli.tamu.edu/resources/profile.html.
III. Learning Plan
A. Learning Activities
1. The pupils are ‘hooked’ to the unit through the reading
of varied theme-related texts. They are provided with
information that activates their content and linguistic
schemata.
2. Grammar forms and structures learned in the earlier
grades are reviewed and new forms and structures are
presented. Generalizations are arrived at inductively.
3. The pupils are presented with varied texts, delivered
live or electronically, which they listen to for varied purposes. They demonstrate comprehension by responding
orally, in writing, or through visual representations.
4. The pupils recognize segmentals, suprasegmentals, and
intonational differences in words and other utterances
listened to.
5. The pupils engage in varied speaking activities, e.g., poetry reading, broadcasting, dialogues, and demonstrates
acquisition of grade-level grammar forms and structures,
vocabulary, pronunciation, and social conventions.
6. The pupils use the writing processes, i. e., planning,
drafting, editing, revising, and publishing in the varied
writing tasks they engage in. They demonstrate acquisition of grammatical, judgemental, organizational, and
mechanical skills in their compositions.
7. The pupils use varied print, non-print, and technological
resources for various purposes.
8. The pupils articulate their understandings about language and language use.
B. Learning Resources
Across Borders Through Language 6, 2nd Edition
Language CD-ROM 6
Web link: i-learn.vibalpublishing.com
6
IV. Lesson Guides
LESSON
1
Shaping a Home for Our People
This unit will show the beginning of a new day where all the
people and children will work and sing, with new meaning, where
everyone will be working together, praying together, struggling
together, and where all will be standing tall together with faith
praising our dear Lord for such a pleasant day.
A. Lesson Objectives
After having gone through varied learning activities, the
pupil is expected to be able to do the following:
1. recognize nouns, i.e., proper and common nouns, count
and mass nouns, abstract, collective, and derived nouns;
2. form the plurals of different nouns;
3. identify the syllable in compound nouns that carries
primary stress and pronounce those nouns correctly
applying the primary stress on the first syllable;
4. use a graphic organizer to visually represent the details
in a speech listened to;
5. use well-formed sentences, appropriate vocabulary, and
discourse structure when writing a news story;
6. use varied resources to locate information on a specific
topic and visually represent the information gathered.
B. Instructional Resources and Materials
Across Borders Through Language 6, 2nd Edition, pages
2-19
Language CD-ROM 6
C. Subject Matter
Grammar Point: Recognizing Nouns
Recognizing Collective Nouns
Listening (Tune In): Recognizing the Primary Stress in
Compound Nouns
Listening to Infer the Message in a
Speech
Speaking (Say It Right): Observing Rules of Word Stress in
English
Writing (Write It Down): Writing a News Article
Content Area (Spin Off): Preparing for El Niño
D. Assessment Evidence
Read the following assessment strategies carefully. Apply
the appropriate assessment as the lesson progresses. Use
the appropriate rubrics given in the unit plan.
1. The pupils answer the discrete-point exercises and
end-of-lesson test in the worktext, in the Language
CD-ROM, and in the suggested Web link.
2. Assess the pupils as they engage in varied speaking and
oral reading activities. Take note of their pronunciation,
specifically the placement of the primary stress on the
appropriate syllable.
3. Assess the pupils’ visual representation skills through
the graphic organizers they produced.
4. Assess the pupils’ ability to use well-formed sentences,
appropriate vocabulary, and writing mechanics through
the news story and reaction they composed.
5. Assess the pupils’ ability to use varied print, non-print,
and technological resources by having them report on
the resources they use to produce the texts they have
been asked to compose.
E. Learning Activities
1. Lesson Opener
Call the pupils’ attention to the unit title. Ask them
what they suppose the unit is about. Tell them to confirm
7
their inferences by looking at the lesson titles. They may
look at the titles in the table of contents or look at the
first page of every lesson in the unit.
Direct the pupils’ attention to the pictures on page
2. Ask what each picture is about. (The declaration of
Philippine Independence in Cavite, planting rice, bayanihan, and the EDSA Revolution) Have them read the
quote from I Have a Dream. Tell the pupils who Martin
Luther King is. Explain the context of the quote.
Ask the pupils how Independence Day is celebrated
in their respective communities. Lead the class in a
discussion of what Independence Day means to them.
Direct the class to the speech on page 3. Ask who
they suppose is delivering the speech.
Have a class discussion of the questions on the
speech.
2. Grammar Point
Recognizing Nouns
Conduct a review of what nouns are, the kinds of
nouns, and the rules for the pluralization of nouns. Have
the pupils give examples for each one.
Direct the pupils to the generalization in the Remember box on page 7. Have them work on the exercises
on pages 7-9.
Recognizing Collective Nouns
Have the pupils read the definition of collective
noun. Then, have them read the dialogue that follows.
Explain to the class that many collective nouns are
used with specific people or animals. For example, herd
is used with buffaloes, cows, and elephants, but not
with cats. Have the pupils identify the common noun
each collective noun in the list is used with. They may
use a dictionary for this purpose. They may also get the
meaning of each word.
Point out that a collective noun can be either
singular or plural. To avoid problems in subject-verb
agreement, the word members or member may be used
with the collective noun, e.g., the members of the panel,
a member of the panel. The verb to be used depends on
whether members or member is used. Note that these
words are used only with collective nouns referring to
people.
Tell the class that more exercises on collective nouns
are presented in the Language CD-ROM. The exercise
can be done in class or be worked on as a homework
assignment. Explain the boxed instructions on page
11. Tell them that more exercises may also be found at
i-learn.vibalpublishing.com. Demonstrate how this Web
link may be accessed.
3. Tune In
Recognizing the Primary Stress in Compound Nouns
Stress is the force given to a syllable in pronunciation. Stress is often related to word meaning. Differences in stress patterns signal differences in meaning.
In compound nouns, the primary stress usually
falls on the first syllable such as a GREEN house and
a BLUE bird.
Tell the pupils to listen as you say each of the words
on the list. Then, have them tell which syllable receives
the primary stress in each compound noun.
Listening to Infer the Message in a Speech
For this activity, you may use the speech on page
3 or any available Independence Day speech. See to it
that there are words in the speech that are related to
8
heroes. Explain to the pupils how they will work on the
graphic organizer on page 13. Have a class discussion
of the message that is conveyed in the speech.
4. Say It Right
Observing Rules of Word Stress in English
Recall what stress is and why it is important. Emphasize that in English, many words have the same letters or sounds, but they may have different meanings
depending on which syllable receives primary stress.
For example: háirbrush and hair brúsh, bláckboard and
black bóard. Explain the meaning of the words.
Have a class discussion of the introductory paragraphs. Model the reading of the sentences in Exercise
3. Then, have the pupils work on the exercise in triads.
5. Write It Down
Writing a News Article
In preparation for this activity, have the pupils bring
to class clippings of news stories or articles.
Have a class discussion of what a news story is.
Then, call on volunteers to read their respective clippings and tell what questions are answered in the news
story. Discuss the difference between a news story and
a short story.
Have a joint construction of a news story. Point out
how the details in the lead paragraph are sequenced
depending on the importance of the detail. Then, have
the pupils write their own news stories. The news story
may be on important community or school events. This
can be a group activity. Have each group decide on an
event they will write about. Have them read and carry
out the pointers given on page 15. Go through the steps
in the writing process, that is:
1.
2.
3.
4.
Prewriting
Drafting
Revising and Editing
Presenting and Publishing.
6. Spin Off
In preparation for this activity, have the pupils do
research on the El Niño and La Niña phenomena.
Suggest the resources they can use. Tell them to find
out what the government is doing or has done to cope
with each phenomenon. This activity may be done in
groups. Have a class discussion of the information they
gathered. Have them also tell about the resources they
used for information gathering.
Explain what the contents of the reaction paper
will be.
7. Lesson Checkup
Have the pupils work on the discrete-point exercises
on pages 17-19. You may want to use 80% of the number
of items in each subpart as the cut-off point for mastery.
Answers:
A. Circle the following words.
1. potatoes
6. alumnus
2. brothers-in-law
7. maid-of-honor
3. knives
8. echoes
4. battalion
9. measles
5. athletics
10. seashore
B. Circle the following words.
1. heroism
4. gladness
2. honesty
5. truthfulness
3. intelligence
9
Box the following words.
1. sheep
2. benches
3. volcano
4. clock
5. brush
C. Circle the following words.
1. shoemaker, bootmaker
2. brushwork
3. arrowhead
4. boardroom
5. copyright
6. downpour, rainwater, brickyard
7. rainbow
8. airplane
9. headlines, newspaper
10. bridegroom, bridesmaid
D. Answers may vary. Possible answers:
1. broadband
6. rainforest
2. firefly
7. dewdrop
3. shoebox
8. mailbox
4. cupcake
9. bookworm
5. roommate
10. potholder
E. Possible answers:
1. developer
2. gardener
3. agreement
4. worker, workman, workmanship
5. loveliness
6. sailor
7. protector, protection
8. catcher
9. contributor, contribution
10. idealism
11. nationality, nationalism
12. missionary
13. celebration
14. wanderer
15. involvement
16. gladness
17. blockade
18. editor
19. mountaineer
20. hostility
F. Underline the following words.
1. actor
10. postage
2. activist
11. shipment
3. contestant
12. kindness
4. composer
13. freedom
5. botanist
14. relationship
6. freezer
15. entertainment
7. inventor
16. employer
8. purity
17. journalist
9. neighborhood
G. Circle the following words.
1. club
6.
2. troupe
7.
3. orchestra
8.
4. audience
9.
5. family
10.
10
family
flock
herd
clan
troop
H. Underline the following nouns and verbs.
A
1. community cleans
gives 2. jury give
is
3. herd are
A
4. crowd admires
A
5. battalion was
A
6. band plays
A
7. choir sings
enjoys 8. audience enjoy
A
9. troupe is
A
10. group presents
I. Underline the following verbs.
1. keeps
5. enjoy
2. are
6. plays
3. helps
7. are putting
4. provides
8. cheers
LESSON
2
Celebrating Our Culture
After having gone through varied learning experiences,
the pupil is expected to be able to do the following:
1. read expository paragraphs;
2. show the possessive form of nouns by using -’s, -s’ or an
of-phrase;
3. note details of sound such as loud, soft, long, short,
harsh, gentle, and shrill sounds;
4. note and recall details in a news broadcast;
5. use a pleasing voice when engaging in varied speaking
tasks;
6. use the apostrophe correctly in a writing task;
7. use well-formed sentences and appropriate vocabulary
in the written and oral versions of an introduction of a
guest speaker.
20-37
Language CD-ROM 6
C. Subject Matter
Grammar Point: Showing Possession
Using Nouns as Vocatives
Using Nouns as Appositives
Listening (Tune In): Listening to Details of Sounds
Listening to a News Broadcast
Speaking (Say It Right): Developing Good Speaking Voices
Writing (Write It Down): Using the Apostrophe (’)
Content Area (Spin Off): Writing a Short Introduction of a
Guest Speaker
Read the following assessment strategies carefully.
Apply the appropriate assessment as the lesson progresses.
Use the appropriate rubrics given in the unit plan.
1. Observe the pupils’ reaction in reading expository paragraphs.
2. Listen to the pupils’ construction of sentences using -’s
or -s’ showing possession.
3. Use nouns as vocatives or nouns of direct address correctly.
4. Observe the use of nouns as appositives in sentences
correctly.
11
5. Fill in the imaginary conversation using nouns of direct
address and reading them with correct expressions.
6. Read nouns used as noun appositives with the correct
punctuation.
7. Listen to the details of sounds in a news broadcast.
8. Create situations where the pupils may engage in
monologues, dialogues, or playlets on certain topics.
9. Note the pupils’ use of words with -’s and -s’ showing
vocatives and appositives with the correct grammar
structure and vocabulary taken up in the unit.
10. Observe how the pupils respond to the CD-ROM
activities.
11. Ask the pupils to share their experience in working on
the activities in the Web links.
12. Have the pupils work on the exercises provided in the
worktext.
1. Lesson Opener
The lesson may be introduced by asking the pupils to
name some Philippine holidays and festivals. Ask them
what each holiday or festival tells about Filipinos–their
beliefs, values, and/or traditions.
Direct the pupils to The Pahiyas Festival on page
20. Have a class discussion of the questions before and
after the reading of the text. Ask what the festival tells
about the people of Quezon province, e.g., Many are
farm folk. They are creative, hospitable, and kind. They
are religious.
2. Grammar Point
Showing Possession
Show the pupils something you own. Say: “This is
my __________.” Ask: “Whose __________ is that/this?”
Ask volunteers other than the owner of the thing so that
the -’s and -s’ forms will be elicited.
Direct the pupils to the phrases lifted from the lesson opener. Have them read the explanatory paragraphs
and the examples that follow. Have the pupils give other
examples.
Explain the difference in usage of the -’s, -s’ inflections, and the of-phrase.
Have the pupils work on Exercise 1 on page 22.
Answers:
A. 1. the group’s success
2. the speakers’ eloquent speeches
3. the editor’s opinion
4. C
5. the children’s excitement
6. the audience’s long wait
7. the Philippines’ boxing champion
8. C
9. C
10. C
B. 1. Mr. Sanchez and his son’s machine shop is
progressive.
2. Renan and Gabby’s bicycle is newly bought.
3. Norma and Rica’s flower shop is popular with
customers.
4. John and Jane’s bake shop is offering free cookies
to the children.
5. Mother and Grandmother’s flowers in their
gardens are in bloom.
Using Nouns as Vocatives
A vocative is a noun which is used in direct address,
for example: Now, Gary, move over here.
12
Have the pupils read Datu Omar and the Fairy.
Say: “Here is a very nice story of long ago about Datu
Omar and a fairy. This is only an excerpt from a Filipino folktale. As we read it, take note of the italicized
expressions.”
Point out that the italicized expressions or words
are used to name the person spoken to. Then, lead the
pupils to the generalization in Remember on page 24.
Have them work on Exercise 2.
Using Nouns as Appositives
An appositive is a noun or pronoun placed next to another noun or pronoun to identify, rename, or explain it.
Have the pupils read the sentences taken from The
Pahiyas Festival. Explain how the noun San Isidro Labrador is used as an appositive.
Say: “The italicized phrase in Sentences 1 to 8 on
page 25 are appositives. They further explain the noun
before them.”
Ask: “What punctuation mark sets off the appositive
from the rest of the sentence?” Have the pupils take up
the examples. Then, lead them to the generalization in
the Remember box. Then, have them take up Exercise
3 on page 26.
3. Tune In
Listening to Details of Sounds
Say: “When you listen attentively to something, you
will note which sounds are loud, soft, long, short, harsh,
gentle, and shrill.”
Explain how the name game is played.
Listening to a News Broadcast
Say: “Do you listen to a news broadcast? What
are the common or usual issues in news broadcasts
nowadays?”
Say: “Listen as your teacher assumes the role of a
newscaster delivering an important news item of the day.
As you listen, answer the Wh- questions and complete
the organizer that comes after the questions.”
The listening text is presented in the Language CDROM. Listen to the selection before taking it up in class.
To access the text, follow the boxed instructions on page
27 of the worktext. This activity may be done in class or
given as a homework assignment. Have a class discussion of the entries for each cell in the graphic organizer.
4. Say It Right
Developing Good Speaking Voices
Ask: “Have you recited a poem on stage or taken part
in a playlet? Was your voice loud and clear?” Point out
that one can develop a pleasing and effective speaking
voice by doing the following:
a. breathing exercise
b. vibration exercise
c. resonance exercise, and
d. articulation exercise
Go through each exercise with the whole class.
Demonstrate how each exercise is to be done. Divide
the class into several groups. Have the pupils perform
the exercises in their respective groups.
5. Write It Down
Using the Apostrophe (’)
Point out that the apostrophe (’) is a punctuation
mark that is used with words rather than in sentences.
It is used with the possessive forms of nouns and in
contractions.
13
Have the pupils study the rules in using the apostrophe. Then, lead them to the generalization in the
Remember box.
Have the pupils take up Exercise 5 on pages 33-34.
7. Zamboanga, better known for its barter trade
zone, is called the City of Flowers. or Zamboanga, called the City of Flowers, is better known
for its barter trade zone.
8. The city of Vigan, the capital of the province of
Ilocos Norte, is a World Heritage Site known for
its cobblestone streets and unique architecture.
9. Calbayog City, the largest city in Eastern Visayas,
is dubbed by the Department of Tourism as the
City of Waterfalls.
10. The Pacific-facing reefs of Siargao Island, the
Surfing Capital of the Philippines, are located
on the Philippine Trench.
11. The world’s second deepest spot underwater,
the Philippine Trench or the Philippine Deep,
is about 34, 580 feet (10, 540 meters) below sea
level. or The Philippine Trench or the Philippine
Deep, the world’s second deepest spot underwater, is about 34, 580 feet (10, 540 meters) below
sea level.
12. The Northern Sierra Madre National Park (NSMNP), the home to a myriad of rare and endangered species of flora and fauna, is considered
as one of the most important of the protected
areas of the Philippines.
6. Spin Off
Writing a Short Introduction of a Guest Speaker
Have the pupils read again the introduction of a
guest speaker in the boxed text on page 31 of their
worktexts. Have a class discussion of the structure of
the introduction. Ask what information is given in each
sentence.
Have the class work on Exercise 6 in dyads. Allow
them to select the person they would want to introduce.
7. Lesson Checkup
Answers:
A. 1. Dr. Fe del Mundo’s
6.
2. Premature babies’
7.
3. doctor’s
8.
4. people’s
9.
5. awardee’s
10.
Dr. Fe del Mundo’s
alumna’s
nation’s
Children’s
hospital’s
B. 2. Puerto Galera, a well-known and beautiful resort, lies at the northern tip of Mindanao.
3. Calawit Island, an unusual wild sanctuary, is
situated in the northernmost part of Palawan.
4. Taal Volcano, a volcano within a volcano, lies in
the middle of a lake.
5. The Bamboo Organ, a unique treasure, is in the
old church of Las Piñas.
6. The Chocolate Hills, the charming oddities of
nature, are in Bohol.
LESSON
3
Heroes Then and Now
1. recognize and use gerunds and infinitives in sentences;
2. distinguish between explanations and statements;
14
3. note details in varied texts listened to;
4. use a well-modulated voice;
accurate mechanics in writing short narrative texts;
6. use varied resources to locate information on Filipino
heroes.
appropriate vocabulary, and mechanics as they engage
in varied writing activities.
4. Assess the pupils’ ability to discriminate statements
and exclamations and note details in an extended text
through a paper-and-pencil test.
38-47
Language CD-ROM 6
1. Lesson Opener
You may introduce the lesson by asking the pupils if
they know of young children who did heroic acts. Ask:
“Can you name one or two children who did heroic deeds?”
Direct the pupils to the four pictures shown on page
38. Have the pupils read and retell the heroic act of
each young hero.
C. Subject Matter
Grammar Point: Recognizing Gerunds
Recognizing Infinitives
Listening (Tune In): Distinguishing Between Exclamations
and Statements
Listening to an Anecdote
Speaking (Say It Right): Practicing to be a Radio Broadcaster
Writing (Write It Down): Writing a Short Anecdote
Content Area (Spin Off): Heroes of Our Land
appropriate vocabulary, and pronunciation as they engage in varied speaking and oral reading activities.
2. Grammar Point
Recognizing Gerunds
Note that gerunds are -ing forms of the verb that are
used as nouns. Gerunds can function as an appositive,
a predicate noun, a direct object, or an object of the
preposition. Gerunds name actions. Gerunds do not
have helping verbs as verbs ending in -ing do nor do they
act as adjectives as participles do. Although gerunds are
used as nouns, they keep the qualities of verbs. Gerunds
can be followed by direct objects, indirect objects, adverb modifiers, and predicate adjectives.
Have a class discussion of the explanatory notes on
page 39. Have the pupils give their own examples for
each noun function.
Have the pupils work on the exercise on page 40.
For easy checking, have them show their responses on
response cards (a 5” x 12” strip of black tagboard). Have
them explain their answer to each item.
15
Recognizing Infinitives
Say: “Aside from gerund, there is another form of a
verb that acts like a noun. This is called infinitive, the
simple form of the verb that appears with the word to,
e.g., to go, to do.”
Have the pupils read the poem on page 41 and have
them pick out the infinitives used.
Say: “An infinitive has many uses. It is used as 1. a
noun (a. as subject of a sentence, b. as a predicate noun,
c. as a direct object, d. as an appositive); 2. an adjective
(answers what kind); 3. an adverb (answers why).”
Explain to the pupils the examples of each function. Then, lead them to the generalization in the Remember box. Have the pupils work on Exercise 2. For
more practice on distinguishing between gerunds and
infinitives, direct the pupils to the Web link at i-learn.
vibalpublishing.com.
3. Tune In
Distinguishing Between Exclamations and Statements
You may begin the activity by asking the pupils to
name and define the different kinds of sentences. Have
them recall that in their printed forms, an exclamation
is a type of sentence that ends with an exclamation
mark (!). A statement is a declarative sentence and it
ends with a period.
Have a class discussion of the explanatory notes on
page 43 of the worktext. Make a list of sentences which
can be said both as a statement and as an exclamation.
See the example in the worktext. Give the appropriate
directions for the exercise. Note that exclamations may
follow the word order of a statement or a question.
When said with a strong feeling or emotion, the statement or question may be considered an exclamatory
sentence.
Listening to an Anecdote
Introduce the activity by asking the pupils to narrate
some very short stories that they know about a Filipino
hero. You may remind them of stories such as Jose Rizal
and the Moth, Jose Rizal and His Slippers, and Andres
Bonifacio, a Seller of Fans. Point out that these stories
are anecdotes. Explain what an anecdote is.
Tell the pupils that they will listen to an anecdote
about another Filipino hero. Direct them to the questions on page 43 of their worktext. The text is to be listened to from the Language CD-ROM. Give the boxed
directions on page 43 of the worktext. This listening activity can be an in-class task or a homework assignment.
Have a class discussion of the questions in Exercise 4.
4. Say It Right
Practicing to be a Radio Broadcaster
Introduce the activity by asking the pupils what
their favorite radio or TV program is and why it is their
favorite, and who their favorite radio or TV host is and
why he or she is their favorite. Ask who among them
would want to be radio or TV broadcasters and why they
think they could be one.
Have the pupils read the explanatory notes on page
44. Demonstrate how the tuning up exercise is to be done.
Direct the pupils to the task on Exercise 5. Have a
mock radio/TV news broadcast the following day. This
can be done by groups. You may suggest that music and
advertisement may be used as part of the broadcast.
5. Write It Down
Writing a Short Anecdote
Recall what an anecdote is. Tell the pupils that they
will read an incident in Francisco Baltazar’s life. Ask
16
what they know about him. Have a class discussion of
the features of an anecdote.
Tell the pupils to think of an amusing or interesting
event in their own young lives. Have them tell about
that incident.
Jointly construct with the class an anecdote shared
by a volunteer. Guide the pupils through skillful questioning to come up with a short anecdote. Apply the
pointers given on page 45.
Tell the pupils that they will write an anecdote about
himself or herself. The prewriting activities may be done
in class and the drafting as a homework assignment.
6. Spin Off
Heroes of Our Land
Give the names of some little-known heroes. A history book would be a good reference.
Tell the pupils that the class can come up with a
Gallery of Heroes. They write a short biography of a hero
or an anecdote about him or her. They post the anecdote
and/or biography and his or her picture on a designated
place. Remind the pupils that their compositions should
have been edited before they are put in final form.
7. Lesson Checkup
Have the pupils work on the end-of-lesson test on
pages 46-47. You may use 80% of the total number of
items per subtest as cut-off point for mastery.
Answers:
A. 1. writing
6. to study, working
2.
7. Seeing
3. to tell
8. being
4. to get
9. to get
5. to go
10. reciting
B. 1. G
2. G
C. 1.
2.
3.
4.
5.
6.
7.
8.
9.
LESSON
4
3. X
4. I
5. I
6. I
7. G
8. G
9. G
10. X
writing - subject
scribbling - object of the preposition by
joining - object of the preposition since
looking - direct object
Guarding - subject
defending - appositive
doing - object of the preposition by
Taking - object of the prepositions by, after
fighting - object of the preposition after
Journeying Into the Past
1. read or listen to fairy tales and be able to find out what
is common about these tales;
2. recognize pronouns and the different kinds of pronouns;
3. recognize the antecedent of pronouns and determiners;
4. listen to words which can be used in a telephone conversation;
5. join a club organization for his or her special interest;
learn some expressions used in organizing a club;
6. observe telephone manners when talking to someone
at the end of the line;
7. write down a diary entry about his or her day-to-day
experiences.
Across Borders Through Language 6, 2nd Edition, pages 48-57
Language CD-ROM 6
17
C. Subject Matter
Grammar Point: Recognizing Pronouns
Recognizing the Antecedent of Pronouns
and Determiners
Listening (Tune In): Listening To Fill in Missing Words in
a Telephone Conversation
Listening to a Conversation
Speaking (Say It Right): Talking About Clubs in School
Writing (Write It Down): Observing Telephone Manners
Writing Diary Entry
Content Area (Spin Off): The Brothers Grimm
1. The pupils answer the discrete point exercises and
CD-ROM, and in the suggested Web links.
2. Assess the pupils’ use of well-formed sentences and appropriate vocabulary, and their pronunciation as they
engage in varied speaking and oral reading activities.
3. Assess the pupils’ use of well-formed sentences, appropriate vocabulary, and mechanics as they engage in
varied writing activities.
4. Observe the pupils’ use of language and social conventions as they engage in telephone conversations.
5. Have the pupils indicate in their reports the print and
technological resources they used.
1. Lesson Opener
Begin the lesson by asking the pupils to give the
titles of some fairy tales they have read, listened to, or
viewed on film.
Point out that a tale is a short, simple story that
either amuses or teaches a lesson.
Have the pupils read the tale on page 48 of the
worktext and ask them what the aim of the tale is.
You may have the class discussion of the comprehension questions and dramatize the story. Give the pupils
enough time to write their scripts.
2. Grammar Point
Recognizing Pronouns
Direct the pupils’ attention to the italicized words
in the tale. Ask: “What kind of words are they? What
is a pronoun?”
Have the pupils study the chart to help them recall
the different kinds of pronouns. Ask how each kind of
pronoun is used. Lead them to the generalization in the
Remember box.
Have the pupils use the pronoun in sentences. Then,
have them work on exercise 1 on page 50.
Answers:
S 1. He
S 6. they
P 2. his
S 7. He
P 3. His
P 8. his
S 4. He
O 9. their
P 5. his
S 10. He
Recognizing the Antecedent of Pronouns and Determiners
Say: “You have learned that a pronoun is a word used
in place of a word, phrase, or clause used as a noun.”
Explain what an antecedent is.
Have the pupils study the italicized words in the
sentences on page 50. Point out that those words are
18
pronouns. Have them identify the referent or antecedent of each noun.
Point out that there are other forms that look like
a pronoun. But unlike pronouns, these words are used
with nouns. They come before nouns. They are called
determiners.
Direct the pupils to page 51 to the sentences using
determiners. Emphasize to the pupils that the chart on
page 51 will help them a lot to know the difference between possessive pronouns and possessive determiners.
Have a class discussion of the antecedents of possessive
determiners. Then, lead the pupils to the generalization
in the Remember box. Then, have them work on Exercise
2 on page 52.
Answers:
1. Manila
4. Binondo
2. People
5. boats
3. Traders
word that they did. Expect varied answers. Point out
that very often, the context will help them supply the
missed word.
This lesson may be followed by the lesson on telephone manners on pages 54-55.
Point out that conversations can be between people
who do not see each other or between people in a faceto-face situation.
Bring out some pointers or social conventions which
are observed when engaging in conversations. Some
examples are: Wait for your turn to talk. Keep to the
topic of the conversation.
Have the pupils read the introductory notes. Then,
direct them to the questions that follow.
Instruct the pupils to run their CD-ROMs to listen
to the conversation. This can be an in-class activity or
a homework assignment. Have a class discussion of the
questions. Ask the pupils to give their reactions to the
use of the CD-ROM.
3. Tune In
Listening to Fill in Missing Words in a Telephone Conversation
Say: “When we talk to someone over the phone, the
conversation might not be clear or the one speaking
might not pronounce the words clearly and distinctly.”
“What can a listener do to be able to understand
what the other person is saying although he misses
some words?”
Take up Exercise 3 on page 52.
You may ask two volunteers to read the conversation.
They choose which of the two words in the parentheses
they will use in their respective lines. After the presentation, have a class discussion of why they selected the
4. Say It Right
Talking About Clubs in School
Say: “Most schools have interesting clubs such
as Glee Club, Dramatic Club, Home Club, and other
clubs. If you’re in dramatic or acting, you join the Dramatic Club. If you’re interested in dancing, you join
the Dance Club.”
Ask the pupils to name the school clubs and which
club they are members of. Divide the class into seven
groups. The members of each group tell about what
their special interests are. They tell what club they can
possibly join.
Have the pupils find out how they can join those
clubs. They report their findings in class.
19
Observing Telephone Manners
Say: “The telephone is a fast means of communicating with others. It transmits the voice to the other end
of the line. Smiling when talking to someone over the
phone will make you sound better. In order to have a
clear conversation, you should keep a bright tone when
speaking on the phone.”
Say: “Courtesy should be observed when talking to
someone over the phone.”
Have volunteers read the telephone conversation on
pages 54-55. Have the rest of the pupils observe their
tone of voice and expressions. Have them also point out
the polite expressions used.
Direct the pupils to the expression that may be used
to end a telephone conversation.
Have the pupils change some expressions in the
dialogue with the appropriate expressions on page 55.
Have the class form dyads and ask them to write
their own telephone conversation. Remind them to use
polite expressions in the conversation.
Direct the pupils to the pointers to follow when
making or answering calls.
Ideas for the conversation are given in Exercise 5B
on page 55.
5. Write It Down
Writing a Diary Entry
Ask the pupils if they know what a diary is. Point out
that they can keep a record of their everyday experience
in a diary or journal. Point out that they consider their
diary as a real person whom they can talk and write to
about their day-to-day experiences.
Have the pupils read the diary entry on page 56.
Give the pupils experience in writing a diary entry by
having them work on Exercise 6 on page 56. Encourage
the pupils to keep a real diary or a journal.
6. Spin Off
The Brothers Grimm
Have the pupils read the text on the Grimm Brothers. Call on volunteers to tell which tales they have
read. You may ask the class to dramatize portions of
each tale. You may also suggest that the class hold a
Brothers Grimm Festival. The pupils dress up like the
characters in the tales and tell about themselves. You
may also ask the pupils to look for less popular Grimm
Brothers tales and read them orally in class.
7. Lesson Checkup
Have the pupils answer the end-of-lesson test on
page 57. You may use 80% of the number of items per
subtest as cut-off point for mastery.
A. 1. It was April 1521. The tiny island of Mactan
blistered in the sun.
2. In the shade, on a grass mat, sat Lapu-Lapu. He
was the king of Mactan.
3. He was listening to a messenger sent by his
friend, Rajah Humabon.
4. Rajah Humabon was the king of Cebu. He had
sent this messenger to Lapu-Lapu.
5. In his message to Lapu-Lapu, Rajah Humabon
said that a most extraordinary man arrived in
Cebu City.
B. 1. China
2. Marco Polo
3. Polo’s description
20
4. Chinese
5. Chinese
LESSON
5
A Flash of Pride
1. recognize and use indefinite pronouns and demonstrative pronouns correctly in sentences;
2. distinguish formal and informal responses;
3. observe appropriate language and social conventions
when engaging in interviews;
mechanics in written interview reports;
Across Borders Through Language 6, 2nd Edition, pages 58-67
Language CD-ROM 6
C. Subject Matter
Grammar Point: Recognizing Indefinite Pronouns
Recognizing and Using Demonstrative
Pronouns
Listening (Tune In): Distinguishing Formal and Informal
Responses
Listening to an Interview
Speaking (Say It Right): Preparing for an Interview
Writing (Write It Down): Writing an Interview Report
Content Area (Spin Off): Knowing a Famous Sportsman
use of well-formed sentences, and appropriate vocabulary.
the conversations they write.
4. Assess the pupils’ visual representing skills through the
graphic organizers they produce.
5. Assess the pupils’ auditory discrimination and comprehension skills through a paper-and-pencil test.
1. Lesson Opener
Have the pupils name some popular sports persons–basketball players, boxers, swimmers, golfers,
and the like.
Direct the pupils to the narrative about Flash Elorde
on pages 58-59. Have a class discussion of the questions that follow.
Have the pupils find out what Flash Elorde had that
made him always win his fight. Why couldn’t he give up
his fight when his face was already bleeding?
2. Grammar Point
Recognizing Indefinite Pronouns
Direct the pupils to the italicized words in the narrative. Explain that those words are indefinite pronouns
because they do not name a particular person, place,
or thing.
Point out that some indefinite pronouns are singular
and others are plural.
21
Direct the pupils to the chart on page 59. Explain
the entries in the chart. Give sentence exemplars for
each pronoun.
Direct the pupils to the compound indefinite pronouns in the chart on page 60.
Emphasize to the pupils that the -s form of the verb
is used with singular indefinite pronouns. The simple
form of the verb is used with the plural indefinite pronouns.
Have the pupils read the generalizations in the
Remember box.
Have the pupils work on Exercise 1 on page 60. The
exercise in the Language CD-ROM can be done in class
or as a homework assignment.
Recognizing and Using Demonstrative Pronouns
Note that just as there are possessive pronouns and
possessive determiners, there are also demonstrative
pronouns and demonstrations determiners. Pronouns
take the place of nouns while determiners always precede nouns.
Remind the pupils that they have learned that there
are different kinds of pronouns.
Have the pupils read the boxed paragraph and point
out to them that the italicized words are the demonstrative pronouns. The chart on page 61 shows the four
demonstrative pronouns.
Emphasize to the pupils when to use this, that, these,
and those. Have them study the examples of demonstrative pronouns in sentences. Then, lead them to the
generalization in the Remember box.
Have a class discussion of the differences between
demonstrative pronouns and demonstrative determiners.
Lead the pupils to the generalization in the Remember boxes. Have them work on Exercise 2, A and
B, on page 62.
Answers:
A. 1. DD 3. DD 5. DP 7. DD
9. DP
2. DP 4. DP 6. DD 8. DP 10. DD
B. 1. These
2. These
3. That
4. Those
5. This
3. Tune In
Distinguishing Formal and Informal Responses
Before taking up this activity, it is suggested that
you and the pupils watch a TV interview in English.
The interview may be a formal or an informal one. Tell
them to take note of the setting, how the interviewers
and interviewees reacted to each other, and the language
they used. Have the pupils tell about the interviews they
have watched.
Make a list of formal and informal statements given
during an interview. Use these statements in the listening exercise you will conduct later.
Listening to an Interview
Before taking up this activity, record a radio or TV interview. Present the interview in class. Have an enlarged
version of the graphic organizer on page 64. In this activity, guide the pupils in making a visual representation
of the interview. Note that visually representing is now
considered one of the macroskills in the language arts.
4. Say It Right
Preparing for an Interview
Point out to the pupils that an interview is a
22
question-and-answer session between one or several
interviewers and interviewees. An interview is a useful
tool for gathering information.
Have the pupils read some tips in conducting a
succcessful interview. Ask whether these tips were followed in the interviews they watched or listened to.
Jointly work with the pupils on one of the items in Exercise 4 on page 65. Divide the class into several groups.
Each group frames the set of questions they will ask in
the hypothetical interview they will conduct.
5. Write It Down
Writing an Interview Report
As a sequel to Exercise 4, have the groups conduct
a mock interview. They select the interviewees and the
interviewer(s). The interviewers ask the questions they
framed for Exercise 4.
After the mock interviews, the groups prepare their
interview reports. To prepare for this, you and the pupils
jointly construct an interview report. Direct the pupils to
the boxed guidelines on page 66. Note that the sequence
of the ideas in the report can follow the sequence of the
questions in the guidelines.
The groups write their respective reports after the
joint construction. Guide the pupils in following the
steps in process writing.
6. Spin Off
Knowing a Famous Sportsman
Point out to the pupils that Manny Pacquiao is one
of the awardees of the “People of the Year” award.
Ask the pupils what they know about Manny Pacquiao. Ask: “If you have the chance to talk with Manny
Pacquiao, what questions would you ask him?”
Have the pupils work on this activity in dyads.
Encourage the pupils to watch a post-bout interview
of Manny Pacquiao for an idea of the questions they
may ask.
Have the pupils write individual interview reports.
7. Lesson Checkup
page 67. You may use 80% of the number of items per
subpart as the cut-off point for mastery.
Answers:
A. 1. ✓
5. ✓
9. minds
2. ✓
6. are
10. is
3. ✓
7. ✓
4. ✓
8. ✓
B. 1. are
2. goes
C. 1. DP
LESSON
6
3. walks, sees
4. has
2. DP
3. DD 4. DD
5. gets
5. DD
Encountering Noble Deeds
1. recognize and use reflexive, intensive, and interrogative
pronouns correctly in sentences;
2. recognize and produce the /f/ sound correctly in speech;
3. associate the /f/ sound with the letters f, ff, ph, or gh;
4. listen to note sequence of events;
5. write a summary of a sequence of events in texts listened
to;
6. write a biographical report about a great man or woman.
23
68-78
Language CD-ROM 6
C. Subject Matter
Grammar Point: Recognizing and Using Reflexive and Intensive Pronouns
Recognizing Interrogative Pronouns
Listening (Tune In): Listening for the /f/ Sound
Listening for Note Sequence of Events
Speaking (Say It Right): Pronouncing Correctly Words with
f, ff, ph, or gh
Writing (Write It Down): Writing a Summary of a Sequence
of Events
Writing a Friendly Letter
Content Area (Spin Off): Keeping Memories Alive
use of well-formed sentences, and appropriate vocabulary.
the conversations they write.
4. Assess the pupils’ auditory discrimination and comprehension skills through a paper-and-pencil test.
1. Lesson Opener
To begin the lesson, you may ask the pupils to make
a list of great Filipino heroines. Have them tell what
they know about each one.
Direct the pupils to the biography of Trinidad Tecson
on page 68 of the worktext.
Point out that a biography gives facts about a person’s life. Tell them that they are going to read Trinidad
Tecson’s biography. It tells about important and interesting events in her life.
Have the pupils find out what Trinidad did when
she joined the Katipunan.
Direct the pupils to the illustration on page 68.
What do you think did Trinidad Tecson do to help the
Katipunan soldiers?
Have the pupils find out how Trinidad started her
Red Cross work. Ask the pupils to answer and discuss
the questions that follow the biography.
Have the pupils form groups of five and have them
dramatize the biography of Trinidad Tecson.
2. Grammar Point
Recognizing and Using Reflexive and Intensive Pronouns
Conduct a short review of the pronouns learned
in the earlier lessons. Introduce reflexive pronouns by
calling the pupils’ attention to the italicized pronouns
in the biography they read earlier. Have them read the
explanatory notes on page 69. Ask what compound
pronouns are and how they are formed. Note that my,
your, her, and our are possessive determiners; him, her,
it, and them are object pronouns.
24
Clarify the concept of compound personal pronoun,
that is a pronoun made up of two meaningful forms.
These compound personal pronouns are called reflexive
pronouns because they point back to the subject. Both
the reflexive pronoun and the subject refer to the same
person. A reflexive pronoun can be used as the object of
the verb or as the object of the preposition. Compound
personal pronouns can be placed right after the subject
of a sentence. In this context, the compound personal
pronoun is called an intensive pronoun.
Direct the pupils to the generalization in the Remember box on page 70 and to the exercises on page 71.
Tell the pupils that they can run their CD-ROM for
more exercises on recognizing and using reflexive and
intensive pronouns. There are also exercises in i-learn.
Answers:
A. I 1. we – ourselves
R 2. participants – themselves
I 3. I – myself
R 4. bestfriend – himself
I 5. We – ourselves
I 6. teacher – herself
R 7. he – himself
I 8. I – myself
I 9. Script – itself
R 10. teacher – herself
B. 1.
2.
3.
4.
5.
himself
himself
himself
itself
themselves
6.
7.
8.
9.
10.
himself
itself
himself
himself
themselves
Recognizing Interrogative Pronouns
Ask the pupils to read Questions 1 to 6 at the beginning of the section. Point out to them that the italicized
words are interrogative pronouns.
Say: “The interrogative pronouns are used in asking
questions.”
Have the pupils read the sentences that tell when
to use these interrogative pronouns. Note that these
pronouns take the place of nouns. Then, direct them
to the generalization in the Remember box. Have them
work on Exercises 2, A and B on page 73.
Answers:
A 1. who
4. what
2. whose
5. In which
3. To whom
B. Possible answers:
1. Who was the wife of Andres Bonifacio?
2. What secret society did Andres Bonifacio
found?
3. Who was the Lakandula of the Katipunan?
3. Tune In
Listening for the /f/ Sound
Say: “The /f/ sound is not so common in the Filipino
language. Sometimes, you may sound /f/ as /p/.”
Have the pupils listen as you say the words in the
matrix. Ask which words have /f/ in word-initial position
and which ones have /f/ in word-final position. Ask what
letter can stand for the /f/ sound.
Draw up a list of words with the /f/ sound. Tell the
pupils that you will say a word. They, in turn, will tell
in which part of the word the /f/ sound is located. They
25
raise the little finger if /f/ is in the word-initial position;
the ring, middle, and index fingers pointing downward if
/f/ is in the word-medial position; and the ring, middle,
and index fingers pointing to the right or to the left if
/f/ is in word-final position.
This activity can be followed immediately by the
activities in Say It Right.
Listening to Note Sequence of Events
Tell the pupils that you will read to them an account
of a heroic act. Tell them that the sequence of the events
are listed on page 74 of their worktext. As you read the
text, they number the events in the order they came in
the account. Give the pupils enough time to read the
statements before you present the following text:
Cesar Capigon
Many heroic acts were done by Filipinos
during the Second World War. Among these acts
was one that every boy scout today points to with
great pride. This was done by Cesar Capigon.
It happened in the early morning of December
25, 1941 in Jolo.
Cesar was then staying at the Jolo Central
School with other scouts. He was serving as a
first aider.
The Japanese soldiers began to land in the
island. They marched to the place where Filipino
soldiers were staying. They began shooting at the
soldiers. The Filipinos were not prepared for the
fight. Many of them were killed.
Most of the first aiders ran for their lives.
They were afraid to help the wounded upon
seeing so many killed.
“Cesar, come! You’ll get killed,” they called
Cesar.
“But who will help the wounded?” he said. “Stay
and help me take them to a safe place.”
They did not listen to his cry for help. They
did not want to die. So they fled to the hills. Some
Japanese soldiers saw Cesar giving first aid to a dying
Filipino. Seeing his uniform, they thought him to
be a soldier. Someone fired his gun at him.
Cesar fell dead with his first-aid kit beside him.
The answers to the exercise are:
4, 2, 5, 6, 3, 1
Ask the following additional comprehension questions:
1. How did Cesar Capigon happen to be in Jolo?
2. Why were Filipino soldiers killed by the Japanese?
3. What did the first aiders do when they heard the
shouting?
4. What did Cesar do? Why did he do it?
5. Why did the Japanese soldiers shout at Cesar
Capigon?
4. Say It Right
Pronouncing Correctly Words with f, ff, ph, or gh
Point out that some people find it difficult to say
the sound for the letters f, ff, ph, or gh.
Have the pupils listen very well as you read the
words with f, ff, ph, or gh. Then, ask the pupils to say
the words themselves.
Then, read the two nursery rhymes. Then, have the
pupils read the rhymes orally. Take note of the pupils
who have difficulty in producing the sound /f/. Provide
the needed assistance to those pupils.
26
5. Write It Down
Writing a Summary of a Sequence of Events
Point out to the class that a sequence of events can
be presented in different ways—from the earliest to the
latest or from the latest to the earliest, or as it happens
in the story.
Recall the story about Cesar Capigon. Call on several pupils to retell the story by parts. Point out that the
sequence of the events must conform to the sequence
of the statements in Exercise 4.
Tell the pupils that they will write a summary of the
story. They will have to add some details to each event
to make the summary more interesting.
Have the pupils self-check their compositions followed by peer-checking. The pupils then write the final
version of their compositions.
Writing a Friendly Letter
To begin the activity, ask the pupils what news or story they would want to tell a friend or a relative who lives
in another place. Call on volunteers to share their news
and/or stories.
Point out that the news or stories they want to tell
can be put in writing in the form of a letter. The letter is
called a friendly letter because it is writtten to a friend.
Say: “You are already very familiar with the parts of
a friendly letter.”
Have the pupils recall the parts of a friendly letter
by taking up Exercise 6 on page 76.
Point out that their news or story is the body of the
letter. In friendly letters, the tone is informal, that is, as
if one is just conversing with another person.
Have the class jointly construct a friendly letter
about a class activity. Demonstrate the steps in process
writing before you ask the pupils to do independent
writing.
Give the pupils enough time to write their draft letters, self-check and then have their letters peer-checked,
and to write the final version of the letter.
6. Spin Off
Keeping Memories Alive
Ask the pupils why monuments of some great people
have been erected; why streets, towns, schools, churches
have been named after someone; and/or why biographies have been written. Point out that there are ways
of keeping their memories alive. Ask what have been
done in their respective families to keep the memory
of a deceased relative alive.
Have the pupils name some great men and women
they knew or read about and tell what great things these
people did. Point out that we can keep the memories of
great men and women alive by remembering the good
things that they did. Have a brainstorming session of
ways of keeping someone’s memory alive, e.g., naming
someone after that person, keeping pictures of that
person, reading or telling about him or her, and the like.
Have the pupils write a composition on any great
man or woman. They tell about the great things they did
and what they, as their children, can do to keep their
memories alive. Suggest that they attach a picture of
that great man or woman to their composition.
7. Lesson Checkup
Answers:
A. 1. I
2. I
3. I
4. R
5. I
27
B. 1. Neil Armstrong, himself
2. his, himself
3. teachers, themselves
4. Neil, himself
5. Neil, himself
6. Neil, himself
7. training program, itself
8. Neil, himself
9. they, themselves
10. President, himself
C. Sentences may vary.
8. Using Language Creatively
Writing a Persuasive Paragraph or Story
In this writing activity, the genre-process approach
to writing is used. The steps in this approach are as
follows:
1. Preparation
Prepare the pupils to write by defining a situation that will require a written text and placing it
within a specific genre.
To prepare the class for this activity, present exemplars of advertisements, public service
announcements, persuasive essays, persuasive
speeches, editorials, and letters to the editor. Have
the pupils read the exemplars. Ask the pupils what
the purpose of each exemplar is. Point out that all
the texts you presented are examples of persuasive
writing. Persuasive writing or speaking attempts to
convince people to believe as someone else does
about something or to urge them to take a certain
kind of action.
Divide the class into several groups and have
each group collect examples of persuasive writing.
Have each group select an exemplar and talk about
the affirmative and negative side of what is being
contended about, e.g., to use or not to use whitening agents.
Direct the pupils to the introductory paragraphs
to the section (Paragraphs 1 and 2), on page 78.
2. Modeling and Reinforcing
In this step, a model of the genre is introduced.
The pupils consider the social purpose of the text
and who the audience will be. The structure of the
text is studied and how its organization is developed
to accomplish its purpose.
Direct the pupils to Step I, Prewriting, in the
worktext. Have the pupils read the discussion.
Present several clippings of letters to the editor.
Have a class discussion of the issues and the pros
and cons of the issues. Discuss the purpose, audience, and structure of the letter.
3. Planning
In this step, the pupils’ schemata is activated
through brainstorming, discussing, and reading assorted materials. The aim is to develop by relating
it to their experience.
Tell the pupils that the class will write a letter
to the editor of a school, national, or local paper
about an issue of current general interest. Ask the
pupils to name some issues and choose from among
these issues what they will write about. Ask what
the stand of the class is—for or against the issue.
Write down the notes for and/or against the issue.
28
4. Joint Constructing
This activity prepares the pupils for later independent composing. You and the pupils work
together to write a text. The steps in the writing
process—drafting, editing, revising, presenting,
publishing—are demonstrated.
Have the pupils read Step II on page 79. You and
the class jointly construct a letter to the editor of
a paper the class has chosen. Elicit class comment
on the suggested statements. Have the pupils edit
the jointly constructed composition. Direct them to
Steps III and IV in the worktext.
4. dishes
5. pianos
6. newspaper
7. alumni
8. sashes
9. butterflies
10. lilies
7. Presenting and Publishing
Discuss with the class how their papers are to
be presented and/or published.
9. Unit Test
Answers:
A. 1. oxen
2. tomatoes
3. N
11. loaves
12. branches
13. women
N
monkeys
eggs
leaves
babies
grasses
brushes
B. 1. girls’ project
2. Jeff ’s bicycle
3. Randy’s and Bob’s shoes
4. Rita and Ann’s snacks
5. Independent Constructing
In this step, the pupils write their individual
compositions. Direct them to Steps I and II on
pages 78 and 79.
The initial draft can be written in class.
6. Revising
In this step, the pupils self-check their composition, have it peer-checked, and then revise it
according to the feedback given.
Direct the pupils to Step III in the worktext.
Present other appropriate rubrics.
14.
15.
16.
17.
18.
19.
20.
5. children’s donation
6. The possessive form is correct.
7. Robert and Agnes’ letter
8. Sharon’s song
9. Mr. Cruz and Mrs. Cruz’s house
10. chef ’s prepared food
C.
Long ago, a king, a loving father, had two sons.
The sons, the small princes, loved to play in the lake.
They enjoyed swimming about in the water. Sailing
their boat made them very happy. Listening to the
tweeting flocks of birds in trees was music to them.
“Guard! Put the different fishes in the lake for
my sons to see,” ordered the king. To see the new
fishes made the princes very excited. The fishes,
golden in the sun, were beautiful to the sight. But
there, among the fishes, was a large green turtle, an
ugly turtle. The boys had never seen a turtle before.
And so they were frightened. They thought it was
very ugly. To them it looked like a demon.
29
“Father! There is a demon on the bank of the
lake,” shouted the princes. The king ordered his
servants to catch the demon and powder it to death.
“But dear king, it is wearing an armor,” said the servants. “Then, throw it into the middle of the lake so
it will drown,” shouted the king. Pretending to be
frightened, the turtle begged not to be thrown into
the lake. But the servants did not mind him. They
threw him far into the lake. The turtle laughed as
he swam in the lake.
Ha! Ha! He thought to himself, “They do not
know that the lake is my home.”
Appositive
father
princes
turtle (2nd mention)
Noun in Direct Address
Guard
Father
Collective Noun
flocks
Gerund
swimming
sailing
listening
wearing
pretending
Infinitive
to play
to see
to see
D. Answers may vary.
30
UNIT
II NATURE WATCH
3.
I. Desired Results
Acquire grade level knowledge of vocabulary, grammar forms and structures, text types, and rhetorical
devices and conventions of language and research used
in varied language activities.
4.
5.
• use the reading process to demonstrate understanding of a variety of grade level texts;
• use the writing process and use appropriate strategies to write a variety of texts;
• acquire information and ideas by listening and interacting with what they hear;
• speak for different audiences and purposes; and
• use speaking skills to convey messages important to
their learning.
Essential Understanding
1.
2.
Essential Questions
Language is used to
communicate for social,
interpersonal, and instructional purposes.
Language forms and
structures are essential
components of language
functions in both oral
and written communication tasks.
1.
2.
What is the role of language in social, interpersonal, and instructional
communication?
Why should an individual
observe the essential
components of language
in performing varied
communication activities?
The uses of language
in social situations are
enhanced when people
communicate using different mediums.
Different types of texts
have different purposes,
structure, vocabulary,
and target audience.
Acceptable pronunciation of words involves
the recognition and production of both vowel
and consonant sounds.
3.
4.
5.
What is the importance
of language in communication using varied
mediums?
Why should a person be
aware of the distinctions
among speech sounds
and intonation patterns?
How does language
affect a person’s confidence and success?
Knowledge
Skills
Pupils will know…
•
the basic grammatical
rules of subject-verb
agreement;
•
the appropriate helping
verbs for the different
verb forms;
•
the difference between a
transitive and an intransitive verb;
•
the differences of sentences in the active and
passive voice;
•
the verb forms that go
with wish and hope;
•
the verb forms appropriate to specific settings,
purposes, and audiences;
•
Apply the rules on
subject verb-agreement
both orally and in writing;
•
Listen attentively and respond appropriately to a
variety of texts delivered
live or on CD, for different purposes and for an
extended period of time
•
Use acceptable pronunciation in all reading and
speaking situations
•
Use the writing process
in composing news
reports, paragraphs, and
written reports
31
•
•
the differences in the
sounds of th and the
vowels /a/ and /u/;
outlining and researching.
•
•
Use appropriate intonation in oral communication
Locate information using
a variety of references
and resources
1. After listening to the given texts, delivered live or electronically, the pupils process, interpret, and evaluate
written language, symbols and texts with comprehension
and fluency.
2. Throughout the unit, the pupils participate, respond to
and engage in varied speaking activities and use correct
pronunciation, vocabulary, and observes appropriate
social conventions
3. Throughout the unit, the pupils engage in varied writing
activities and use well-structured and well-organized
sentences, appropriate content vocabulary, writing mechanics and observes appropriate social conventions
4. The pupils locate information from various sources
for the purpose of writing an explanation, preparing a
written report, summarizing an article and giving an
announcement.
1. Given a number of discrete point exercises on specific
grammar points, the pupils should answer all the items
in the exercises correctly.
2. Given a set of words, the students differentiate and
produce the sounds of letters and words correctly.
3. Given the objective type unit test the, the pupils answer
performance.
C. Rubrics
4 - Proficient
2 - Above novice
1 - Novice
4 Spells grade-appropriate high-frequency words accurately, prints manuscript forms very legibly, and
3 Spells grade-appropriate high-frequency words
2 Spells grade-appropriate high-frequency words with
sentences
1 Spells grade-appropriate high-frequency words with
4 Uses sentence-end punctuation marks and capital
32
2
1
2 Gives limited oral presentation in simple “shareand-tell” activities
1 Gives a very limited oral presentation in simple
4. Listening
at all times
5. Writing
2 Occasionally uses well-formed sentences and correct mechanics in grade-appropriate composing
activities
1 Rarely uses well-formed sentences and correct mechanics in grade-appropriate composing activities
6. Vocabulary
significant errors
time
complete sentences
33
1
Commits very many errors in the use of content and
complete sentences
4 Consistently uses appropriate social conventions in
3 Uses appropriate social conventions in most large
2 Uses appropriate social conventions in some large
1 Uses appropriate social conventions in very few large
4 Consistently shows enjoyment of varied gradeappropriate literary texts by listening to, talking
3 Often shows enjoyment of varied grade-appropriate
2 Occasionally shows enjoyment of varied gradeappropriate literary texts by listening to, talking
1 Rarely shows enjoyment of varied grade-appropriate
34
Content
30-27
26-22
21-17
16-13
–
–
–
–
Good to Average
Fair to Poor
Very Poor
Organization
20-18 –
17-14 –
13-10 –
9-7 –
Good to Average
Fair to Poor
Very Poor
Vocabulary
20-18
17-14
13-10
9-7
–
–
–
–
Good to Average
Fair to Poor
Very Poor
Language Use
25-22 –
21-19 –
13-10 –
9-7 –
Good to Average
Fair to Poor
Very Poor
Mechanics
5
4
3
2
Good to Average
Fair to Poor
Very Poor
–
–
–
–
III. Learning Plan
of theme-related texts. The pupils acquire information
which activate their content and grammar schemata.
2. Grammar forms and structures treated in the earlier
presented. Generalizations are generally arrived at inductively.
live or electronically, which they listen to for information acquisition or for employment. They identify word
boundaries, recognize and discriminate speech sounds,
and identify story elements.
4. The pupils learn the correct pronunciation of words with
critical sounds for Filipino learners of English through
the oral reading of varied types of texts and the retelling
of texts listened to.
5. The pupils learn to spell new and frequently-used words
and write a text from dictation, summaries of texts read
or listened to, and paraphrases of literary texts.
6. The pupils read informative texts related to various curriculum areas and apply appropriate listening, speaking,
reading, and writing competencies that have already
been acquired.
7. The pupils write a narrative in which they apply the
steps in the process approach to writing.
8. The pupils engage in interactive electronic-aided grammar, auditory discrimination, and auditory comprehension activities.
Across Borders Through Language 6, 2nd edition
Language CD-ROM
IV. Lesson Guides
LESSON
1
Saving the Wild
After the learning experiences, the pupils are expected
to be able to do the following:
1. state the rules in subject-verb agreement;
2. apply the rules learned in subject-verb agreement;
3. use the appropriate verbs in given sentences;
4. listen to note details in a narrative;
5. pronounce correctly words with the /ow/ sounds;
6. identify the letters that represent the /ø/ and the /ow/
sounds;
7. organize ideas by completing a concept map; and
8. put ideas together to form a composition.
Across Borders Through Language 6, Second Edition,
pages 82-93
Language CD-ROM
C. Subject Matter
Grammar Point: Reviewing Subject-Verb Agreement
Learning More About Subject-Verb Agreement
Listening (Tune In): Listening to the Sounds /ø/ and /ow/
Listening to Note Details in a Narrative
Speaking (Say It Right): Saying words with the Sounds of
/ø/ and ow
Writing (Write It Down): Writing a Report from a Concept
Map
Content Area (Spin Off): Saving our Wildlife
35
The following assessment strategies may be used to
assess learning.
1. Take note of the scores the pupils obtained in the Lesson checkup (page 93).
2. Assess how the pupils listened and noted the events in
sequential order.
3. The pupils construct a concept map to organize their
ideas. A concept map is a form of graphic organizer
that aids one in organizing ideas and thoughts about a
given topic or concept. It helps the pupils in developing
paragraphs about a particular concept.
4. Assess the pupils as they engage in varied listening
activities and how they expressed their ideas to form a
concept map.
1. Lesson Opener
Introduce the unit to the pupils by asking them if
they have seen the animals on page 82. Instruct them
to choose a partner and share their experiences about
these animals. Activate their prior knowledge by letting
them describe how these animals look, their habitats,
and their means of survival.
Have the pupils read the lines of the verse. Let them
express its message and explain it.
Ask the pupils to read the conversation on page 83.
Lead the discussion to the answers to the questions that
follow. Motivate them to arrive at the conclusion that
wildlife should be protected and conserved.
2. Grammar Point
Reviewing Subject-Verb Agreement
Ask the pupils to read page 84. Ask them when is a
subject considered singular or plural. Have the pupils
recognize and remember the agreement between the
subject and the verb. Ask the pupils to take turns in
reading the sentences and discuss the changes in the
verb as the subject changes.
Note that in order for the pupils to grasp the rules in
subject-verb agreement, the following grammar points
must be adequately learned:
• Recognizing nouns and verbs
• Recognizing singular and plural forms of nouns
and verbs
• Recognizing complete and simple subject and
predicate
Let the pupils explain the ideas presented in the
Remember box. Ask them to give their own examples.
Have the pupils work on Exercise 1 on page 85 and
explain their answer to each item.
Ansnwers:
A. 1. fall
5. shines
2. blows
6. feel
3. block
7. signals
4. look
8. stay
B. 1.
2.
3.
4.
5.
have
are
has
is
needs
6.
7.
8.
9.
10.
does
are
starts
finds
is
Learning More About Subject-Verb Agreement
Instruct the pupils to read page 86. Have the pupils
recall the other rules in subject-verb agreement. They
may take turns in explaining the rules. You may give
36
assistance by explaining the examples after each rule.
Enrichment activities may be provided to ensure mastery
of the rules. Let the pupils work on Exercise 2 on page
89 and explain their answer to each item.
Answers:
A. 1. is
5. is
9. comes
2. is
6. is
10. does
3. goes
7. makes
4. is
8. is
B. 1.
2.
3.
4.
are
are
own
are
5.
6.
7.
8.
help
melts
says
is
9.
10.
11.
12.
is
equals
is
is
For more practice on subject-verb agreement,
instruct the pupils to access the Web link at i-learn.
3. Tune In
Listening to the Sounds /ø/ and /ow/
Conduct an auditory discrimination exercise on the
sounds /ø/ and /ow/. Say some words and have the pupils
identify the vowel sound whether it is /ø/ or /ow/. Say
several pairs of words and have the pupils distinguish
whether the vowel sounds in the words are similar or
different.
Examples of minimal pairs are:
law - low
raw - row
Paul - pole
saw - sow
Listening to Note the Details in a Narrative
Have a class discussion on the introductory paragraph of this section. Explain to the pupils that when
you tell someone what happened in your house, or on
your way to school, or about a film you watched, you
are telling or narrating a story. A paragraph that does
the same thing is called a narrative paragraph.
Instruct the pupils to run their Language CD-ROM
to listen to Nature Watch and do the interactive comprehension exercise that follow.
Tell the pupils that they will listen to a narrative in
their Language CD-ROM. Tell them that as they listen,
they should take note of the events in the narrative and
fill in the boxes on page 90 with the events in the order
that they happened in the story and when each event
happened.
4. Say It Right
Saying Words with the Sounds /ø/ and /ow/
Read the words on page 91. Have the pupils identify
the letters that represent the /ø/ and the /ow/ sound.
Let the pupils take turns in reading the pairs of
words aloud.
Then, instruct the pupils to choose a partner and
say the sentences on page 91 to one another.
5. Write It Down
Writing a Report from a Concept Map
Introduce to the pupils what a concept map is.
Inform them that a concept map is a graphic organizer
that aids one in organizing ideas and thoughts about a
concept.
Proceed to Exercise 5 on page 92. Instruct the pupils
to think of a concept pertaining to nature. Tell them to
list down the details about it in a concept map like the
one found on page 92. Let them organize their ideas to
37
make paragraphs and then put the paragraphs together
in a composition.
6. Spin Off
Tell the pupils to think of some plants and animals
that they see around. Tell them to enumerate particular
ideas about any of these groups and organize them into
a concept map.
Have some selected pupils share their answers in
class.
7. Lesson Checkup
Have the pupils work on the end-of-lesson test. Use
80% as the cut off point for acceptable performance.
Answers:
1. is
6. bakes
2. is
7. is
3. prepares
8. is
4. puts
9. provides
5. looks
10. is
LESSON
2
Coping with Nature’s Fury
1. recognize derived verbs;
2. recognize and use helping verbs;
3. discriminate between voiced th and voiceless th;
4. listen to a news report;
5. pronounce words with voiced th and voiceless th;
6. retell a news story;
7. write a news report; and
8. compose a reader’s response journal entry.
B Instructional Resources and Materials
Across Borders Through Language 6, Second Edition, pages
94-103
Language CD-ROM
C. Subject Matter
Grammar Point: Recognizing Derived Verbs
Recognizing and Using Helping Verbs
Listening (Tune In): Discriminating Between Voiced th and
Voiceless th
Listening to a News Report
Speaking (Say It Right): Pronouncing Words with Voiced th
and Voiceless th
Retelling a News Story
Writing (Write It Down): Writing a News Report
Conteng Area (Spin Off): Writing a Journal Entry
Read the given assessment strategies and apply the appropriate assessment as you go along the lessons. Use the
appropriate rubrics presented in the unit plan.
1. The pupils answer the end-of-lesson test in the work
text, in the Language CD-ROM, and in the suggested
Web link.
2. The pupils identify and produce the two different ways
the letters th are pronounced.
3. The pupils answer the teacher’s questions based on the
news report read by the teacher.
4. The pupils classify the given words according to how th
is pronounced.
5. Take note how the pupils engage in the different writing
activities. The following points should be considered in
38
their work: content and development, organization and
structure, format, grammar, punctuation and spelling.
1. Lesson Opener
Activate the pupils’ prior knowledge by motivating
them to share what they have learned in their other
classes about climate change. Ask the pupils to read
the science article on page 94 about the earth’s climate.
Tell them to give their reactions, that is, if they agree
that the inhabitants of the earth are also responsible for
what is happening in the environment.
Ask the pupils to suggest ways of saving planet earth.
2. Grammar Point
Recognizing Derived Verbs
Ask the pupils to read page 95. Have them note the
derivation of the words endanger and entrapped.
Let the pupils recognize how derived verbs are
formed
Review what affixes are and how these affect a
given verb.
Explain to the pupils that derived verbs are formed
through affixation. Point out that affixes are meaningful elements added to words resulting in a free form of
the word.
Let the pupils differentiate a suffix from a prefix.
Ask what smaller words can be found in each big word.
Ask to what part of speech the word belongs. Point out
that the syllable before that word is the prefix and the
syllable after it is the suffix. Let them read and examine
the examples on page 95.
Direct the pupis to note the definition of derived
verbs in the Remember box.
Have the pupils answer Exercise 1 on page 96.
Answers:
A. 1. glorify
6. define
2. maximize
7. justify
3. subside
8. activate
4. decorate
9. defrost
5. befriend
10. motivate
B. Answers vary.
C. Answers vary.
D. 1. return
2. classify
3. purify
4. decorate
5. beautify
Recognizing and Using Helping Verbs
Let the pupils read the ideas presented on page 97.
Differentiate a helping verb from a main verb. Note that
the verbs be, have, and do can be used both as main verb
and as helping verb. Point out that helping verbs go with
another verb which is the main verb. Then, lead the
class to the table below the given page. Let the pupils
identify the helping verbs and the verb forms that go
with each helping verb.
Note that the various forms of the be verb (am, is,
was, were) go with the -ing form and the -en form of
other verbs; has, have, and had go with the -en form of
other verbs, and do, does, and did go with the base form
of other verbs.
Instruct the pupils to read the other examples found
below the page.
Lead the pupils to the generalization in the Remember box.
39
Ask the pupils to answer Exercise 2 on p. 98 of the
book.
Answers:
1. is
4. do
7. are
10. has
2. are
5. do
8. was
11. is
3. has
6. has
9. did
12. were
3. Tune In
Discriminating Between Voiced th and Voiceless th
sounds of th, that is voiced th /∂/ and voiceless /†/. Use
the words in the chart as your examples. Say several
minimal pairs like the following:
thin - then
ether - either
theme - them
bath - bathe
and identical pairs like the following:
south - south
moth - moth
feather - feather
Tell the pupils to raise one finger if the words are
the same and two fingers if they are different.
Have the pupils listen to the listening exercises in
the Language CD-ROM for an interactive exercise on
discriminating between voiced th and voiceless th.
Listening to a News Report
Arouse pupils’ interest and activate their prior
knowledge by asking them if they listen to news reports
broadcast on TV or over the radio. Ask them to tell about
their favorite radio and TV stations and their favorite
newscasters.
Inform the pupils that when they listen to a news
report, very often they remember only some important
details such as the Who, What, Where, When and Why
details. Direct them to the questions on page 99.
Have the pupils listen as you read the news story
you have selected beforehand.
Then, have the pupils answer the questions found
on page 99.
4. Say It Right
Pronouncing Words with Voiced th and Voiceless th
Tell the pupils to listen as you read the list of words
on page 99. Then, have them read the words.
Answers:
Voiced th
weather
feather
there
bathe
therefore
Voiceless th
thermometer
thunder
theater
theory
bath
python
thread
Retelling a News Story
Before taking up this lesson, tell the pupils to bring
to class a clipping of a news story.
Ask the pupils if they have ever experienced retelling
a news story or a news item they have read or listened to.
Then, have them read the pointers to remember when
they are called to retell a story or a news article in class.
Have the pupils read the instructions in Exercise 4
for the retelling procedure.
40
5. Write It Down
Writing a News Report
Before taking up this lesson, tell the pupils beforehand to bring to class a copy of a newspaper which is
not more than one week old.
Ask the pupils which part of the newspaper they like
to read first. Give follow-up questions on the different
parts of a newspaper.
Let the pupils study the news reports on the front
page of the newspapers they brought to class.
Point out that the news items answer the questions who, what, where, when, and why and sometimes
how. Let them note that the most important details of
a news report are reported in the first sentence or lead
paragraph.
Have the class jointly write a news report. Follow
the steps in genre-process approach presented here:
A. Preparation
Have the pupils read a sample news story on
page 102.
Tell the pupils to think of a very important event
that happened in your school.
Brainstorm on the following questions:
• What event happened?
• Who were involved in it?
• When did it happen?
• Why did it happen?
• How did it happen?
B. Joint Constructing
Let the pupils analyze which of the questions
is the most important and make it the topic of the
lead sentence. Ask them to write their news report
following the inverted pyramid formula.
The inverted pyramid formula starts with the
most important information and ends with the
least important. Use the figure on p. 101 for your
explanation.
Have the pupils answer the following questions
about their news story:
• Do I have a strong, attention-catching lead?
• Did I follow the inverted pyramid formula?
• Have I included all the important information I gathered from my prewriting sources?
C. Revising
Have the pupils read the news report and see
if they followed the reporter’s formula of using the
wh- questions.
Instruct the pupils to read the news report and
make changes on the following whenever necessary:
• Spelling
• Important Details
• Punctuation Marks
• Grammar
• Capitalization
Tell the pupils that they are now ready to rewrite
their draft and consider the corrections made in
spelling, punctuation, capitalization and grammar.
D. Writing the Final Copy
Have the pupils write the final copy of their
news story. Instruct them to write neatly and legibly.
E. Publishing/ Sharing
Ask the pupils to submit the news story to the
school newspaper.
41
An alternative option for the pupils is to have
the news story recorded and have friends, classmates
and family members listen and give comments
about it.
6. Spin Off
Ask the pupils to make a list of the stories they have
read or listened to. Tell them to write some sentences
telling why they like or do not like the poems, songs, or
stories in their lists. Present to the class a sample of a
reader’s response journal entry. This is a record of one’s
thoughts and feelings about works of literature. Tell the
pupils to create a reader’s response journal or they can
add their entry to a journal they are currently keeping.
Ask some volunteers to share their journal entries with
the class. Have them read their journal entry in class.
7. Lesson Checkup
Have the learners answer the end of the lesson
test. Use 80% as the cut-off point for acceptable performance.
Answers:
A. 1. relief
5. accurate
2. belief
6. despite
3. misfit
7. subject
4. imperfect
B. 1.
2.
3.
4.
5.
centralize
decode
mechanize
belittle
qualify
C. Answers vary.
6.
7.
8.
9.
10.
naturalize
carnivalize
visualize
capitalize
mismanage
LESSON
3
Hats Off to Nature’s Music
1. recognize the progressive form of verbs;
2. recognize and use transitive and intransitive verbs;
3. listen to imitations of real-life sounds;
4. listen to a poem;
5. say statements and questions with correct intonation;
6. develop a paragraph by definition; and
7. write about a bird and its habitat.
Across Borders through Language 6, 2nd Edition, pages
104-113
Language CD-ROM
C. Subject Matter
Grammar Point: Recognizing the Progressive Form of Verbs
Recognizing and Using Transitive and
Intransitive Verbs
Listening (Tune In): Listening to Imitations of Real-Life
Sounds
Listening to a Poem
Speaking (Say It Right): Saying Statements and Questions
with Correct Intonation
Writing (Write It Down): Developing a Paragraph by Definition
Content Area (Spin Off): Writing About a Bird and Its
Habitat
end-of-lesson test in the work text, in the Language
42
2. The pupils work on the exercises provided at the end
of each subject matter. 80% is used as the cut-off point
for acceptable performance.
3. Assess the pupils as they engage in the listening and
speaking activities. Take note as the pupils listen and
pick out the words and phrases that appeal to their
senses and how they fill in the graphic organizer with
the needed information.
4. Assess the pupils on the correct use of the rising and
falling intonation as they role-play a mock interview.
5. Assess the pupils as they develop and write a paragraph.
Consider their fluency, spelling, punctuation, grammar,
format, and style.
6. Assess the pupils’ skill in locating information as they
conduct a research on birds and their habitats.
1. Lesson Opener
Introduce the lesson by asking the class if they have
seen a musical box.
Let the pupils describe it.
Then, instruct the class to read the excerpt from an
essay on pages 104-105. Have them discuss the reasons
why the Philippines is compared to a music box.
2. Grammar Point
Recognizing the Progressive Form of Verbs
Let the pupils review the excerpt on pages104-105.
Ask them to take note of the present progressive form
and how it is used in the excerpt.
Direct the pupils to the sentences on page106. Let
them pay close attention to the present progressive form
of the verb and how it is formed.
Explain that the -ing form of the verb goes with
forms of the be-verb. Recall that the present progressive form is made up of am, is or are and the -ing form
of a verb.
Direct the pupils to the Remember box on page 106.
For more practice, on using the progressive form
of verbs let the pupils access the Web link at i-learn.
Answers:
1. doing
4. endorsing
2. doing
5. quieting
3. performing
Recognizing and Using Transitive and Intransitive Verbs
Ask the pupils to read the explanatory notes on page
107. Explain further the difference between a transitive verb and an intransitive verb. Tell the pupils that
intransitive verbs are complete and they do not need or
require a direct object to complete their meaning. On
the other hand, transitive verbs require direct objects.
Explain what a direct object is.
Explain to the pupils how to locate the object in a
sentence by giving some examples.
Sum up the grammar lesson by asking the pupils to
take note of the generalizations in the Remember box
on page 108.
To wrap up the lesson have the class answer
Exercise 2 on page 108.
Answers:
A. 1 and 2 Given
3. They used the wood to build houses.
4. Our environment provides us ________.
43
5.
6.
7.
8.
Farmers grow important crops.
People use the wind and the sun in various ways.
The earth’s riches have made _________.
But we are spoiling ________.
Instruct the pupils to listen closely and pick out
words and phrases that appeal to the different senses:
the road was a ribbon of moonlight (sight); Tlot- Tlot
(hearing). Have the pupils write the words in the graphic
organizer similar to the one below:
B. The following are to be underlined:
1. chemicals
4. the environment
2. the soil
5. the people’s health
3. the waters
6. wildlife
3. Tune In
Listening to Imitations of Real Life Sounds
Before taking up this activity, collect several poems
and verses using onomatopoeia, e.g. Baa, Baa Black
Sheep; Old McDonald Had a Farm, etc. Read the poems/
verses aloud to the class and ask what sounds imitate
real-life sounds. Some of these are: moo, coo, boom
boom, clang clang and tick tock. Inform the pupils that
these are onomatopoeic words because they imitate
real-life sounds.
Encourage the pupils to give their own examples of
imitations of real-life sounds.
To wrap up the lesson, read some more lines from
several other poems and let the pupils identify the onomatopoeic words.
Listening to a Poem
Ask the pupils what the sentences are. Give examples of words and phrases that appeal to the different
senses, e.g. The Highwayman.
senses
g
3. the environment
4. it
smell
hearin
taste
sight
C. Possible answers:
1. garbage
2. sea
feeling
Reinforce the listening proficiency of the pupils by
having them listen to a poem on their Language CDROM. The poem will be played twice and the pupils
will answer questions about the poem.
4. Say It Right
Saying Statements and Questions with Correct Intonation
Call on two volunteers who will role-play the mock
interview on page 110. Recall what the rising and the
rising-falling intonations were. While the volunteers
are role-playing have the rest of the class observe their
intonations and take note of the difference between the
intonation of the statements and that of the questions.
Have the pupils read the mock interview by pairs.
Make sure the pupils observe the correct intonation for
the statements and for the questions.
44
5. Write It Down
Developing a Paragraph by Definition
Ask the pupils what a paragraph is. Point out that
there are many kinds of paragraphs, e.g., paragraphs that
describe, compare, contrast, etc. Direct the pupils to the
paragraphs on page 111. Inform the class that these are
examples of paragraphs developed by definition.
Let the pupils read the paragraphs. Explain the
term. Ask what is defined in each paragraph. Tell what
definitions are given about each item. Then, direct their
attention to the outline found on the same page. Lead
the discussion to the parts of the outline.
Explain to the pupils that the supporting sentences
should support the main idea of the paragraph. Emphasize to them the importance of supporting details
in writing a unified and coherent paragraph. Tell them
of the proper order by which the details in a paragraph
should be arranged.
Have the pupils work on Exercise 5 on page 112. Tell
the pupils to refer to appropriate reference materials.
Answers:
I. A. A common flower growing the Philippines
B. Many species and varieties
C. An attractive ornamental plant
II. A. Has slender arching branches
B. Petals are finely-split showing red staminal
columns
III. A. Tall, hairy with three-labeled leaves
B. Never opens fully
C. An attractive flowering shrub
6. Spin Off
Instruct the pupil to do a research on birds and
their habitat. Tell them to write a paragraph describing a particular bird. Include its physical appearance,
interesting habits and other interesting things about
it. Remind the pupils that their paragraph should have
unity and coherence.
7. Lesson Checkup
Let the pupils work on the end-of-lesson test on
p.113. The cut off score for acceptable performance
is 80%.
Answers:
A. 1. is watching
6. is washing
2. are playing
7. am talking
3. is barking
8. is drawing
4. is feeling
9. are helping
5. are singing
10. are learning
B. 1.
2.
3.
4.
5.
intransitive
transitive
intransitive
intransitive
transitive
C. 1. waves of music
2. the beauty
3. our music
LESSON
4
6.
7.
8.
9.
10.
transitive
transitive
transitive
transitive
transitive
4. beautiful songs
5. a flute
Caring for Mother Earth
1. use sentences in the active voice and in the passive voice;
2. recognize modals and phrasal modals;
3. listen for rhyming words;
45
4.
5.
6.
7.
listen to an announcement;
give announcements orally;
write an outline;
do a research on medicinal plants.
114-125
Language CD-ROM
C. Subject Matter:
Grammar Point: Using Sentences in the Active Voice and
in the Passive Voice
Recognizing Modals and Phrasal Modals
Listening (Tune In): Listening for Rhyming Words
Listening to an Announcement
Speaking (Say It Right): Giving Announcements Orally
Writing (Write It Down): Writing an Outline
Content Area (Spin Off): Doing Research on Medicinal Plants
D. Assessment Evidence:
Read the following assessment strategies and apply the
appropriate strategies where and when needed.
1. The pupils meet the standards set by the rubrics for the
given activity and exercise.
2. The pupils work on the assigned activities and exercises
with 80% as the cut off score for acceptable performance.
3. The pupils will be assessed as they perform the listening
and speaking activities.
4. The pupils will be assessed on their skill of locating
information and using the appropriate resources they
will use in their research work.
1. Lesson Opener:
Introduce the lesson by having the pupils share their
ideas about the functions of the DENR as a government
agency.
Call on pupil volunteers and ask them to read the
reminders from the DENR enumerated on page 114.
Ask the pupils to answer the questions:
• What do the reminders tell us?
• What pollutes the environment?
• What should be done with biodegradable
wastes?
• What should vacationers do before leaving the
camp?
Let the pupils express their ideas on the questions.
2. Grammar Point
Using Sentences in the Active Voice and in the Passive
Voice
Let the pupils study the two sets of sentences on
page 115.
Ask which sentences are in the active voice and
which ones are in the passive voice. Explain the difference between the two.
Direct the pupils to the rules in forming the verbs
used in active and passive sentences.Tell them that in
a sentence in the active voice, the subject is the doer
of the action, while in a sentence in the passive voice
the subject of the sentence is acted upon or receives
the action.
Discuss some more information about the active and
the passive voice. The teacher may use the guidelines
on page 115.
46
Use the chart on page 116 to help the pupils visualize more clearly the difference between the active and
the passive voice.
Direct the pupils to the Remember box. The information will help them in forming their generalization
about the active and the passive voice.
For more practice on writing sentences in the active
and in the passive voice, have the pupils access the Web
link at i-learn.vibalpublishing.com.
Let the students answer Exercise 1 on pages 116-117.
Answers:
A. 1. A
3. A
5. A
7. P
2. P
4. A
6. A
8. A
B. 1.
2.
3.
4.
5.
Given
are called
are blown
is burst
is chosen
1.
2.
3.
4.
5.
were gathered
was given
was driven
were flown
was frozen
C. 1. Wildlife population is decreased by unregulated
hunting and fishing.
2. Definite steps have been taken by wildlife management to increase wildlife population.
3. The animals are kept by the management in
their habitat.
4. Stocks of animal species are provided by the
Mindanao Wildlife Farm.
5. Stock-farming is protected by prohibitions and
restriction.
6. The preservation of existing wildlife habitat is
preserved by positive measures.
7. To increase the number of wildlife, the destroyed
habitat is restored.
8. The protection of wildlife showed is shared by
us.
Recognizing Modals and Phrasal Modals
Conduct a review of helping verbs. Ask what verb
form does be, have, and do go with.
Inform the class that aside from helping verbs, there
are other verbs which can also be used as helping verbs.
These are called modals.
Have the pupils read the list of one-word modals
and multi-word modals on page 118.
Remind the pupils that one-word modals do not
have present, past, progressive, and perfect forms. Tell
them that they always go with the simple form of the
verb and subject-verb agreement is not observed when
using modals.
Let the pupils read the sentence exemplars on
page 118.
Proceed to the discussion on phrasal modals. Let
the pupils know that phrasal modals end in to and are
followed by main verbs. Inform them that the various
forms of be and have are used with phrasal modals. Note
that in the case of phrasal modals, subject-operator
agreement is observed. The operator is the first word
in the auxiliary.
Let the pupils identify the modals and their uses.
Direct the pupils to the Remember box.
Have the pupils answer Exercise 2 on p.119.
Answers:
A. 1. explore
5. breathe
9. join
2. measure
6. clean
10. go
3. wear
7. avoid
4. carry
8. clean
47
B. 1.
2.
3.
4.
5.
•
are going to
has to
were supposed to
were not able to
is allowed
What have the people in the affected areas been
doing in preparation for the stormy days?
Let the pupils share their answers in class.
3. Tune In
Listening to Rhyming Words
Introduce the lesson by informing the class that
many poems have words that end with the same sound.
The words are said to rhyme.
Read the verse entitled Little Wind, while the pupils
listen.
Ask the pupis to locate the rhyming words in the
verse.
Tell the pupils that when rhyming words are found
within a poem, the poem is said to have internal rhyme.
Read the next poem entitled Lone Dog and instruct
the pupils to list down the rhyming words that they hear
both at the end of the lines and within the lines.
Read some more lines of poetry to the class and let
them identify the rhyming words.
Listening to an Announcement
Tell the pupils that they will listen to an announcement on their Language CD-ROM. Instruct them to
follow the boxed instructions to access the announcement. Tell them to answer the following questions:
• What is the weather forecast?
• What will be experienced by the metropolis?
• Where has Typhoon Signal No. 1 been raised?
• Where will it be cloudy with scattered rain showers?
4. Say It Right
Giving Announcements Orally
Have the pupils go over the announcement on page
121.
Call on volunteers to read it orally. Then, ask them
to practice reading it in dyads and pretend they are doing it as an announcer.
Tell the pupils that they will write their own announcements.
Have the pupils read and explain the pointers.
Have the pupils work on Exercise 3 by dyads.
5. Write It Down
Have a short review of outlining to the pupils. Let
the pupils share what they remember about it.
Direct the pupils to the pointers in writing an outline.
Direct the pupils to the article Endoy, the Herbalist.
Have the pupils write an outline of the given article.
Possible answers:
I. A. Respectable
B Has customers from all over the Philippines
II. A. found an old ant’s nest
B. said to be good for cancer and cysts
III. A. has practiced herbal medicine most of his
life
B. cataloging medicinal herbs for the DENR
48
6. Spin Off
Introduce the activity by asking the pupils where
they can get information about a topic.
Direct the pupils to the research work on a medicinal plant. Tell them to find out what substance the plant
contains which can cure diseases or ailments. Instruct
the class to draw or paste a picture of that plant on a
sheet of paper and to write their findings about it.
7.
Lesson Checkup
80% as the cut-off score for acceptable performance.
Answers:
A. 1. A
3. P
5. A
7. P
9. A
2. P
4. P
6. A
8. A
10. P
B. 1. Drastic changes in the environment of many
animals were made by humankind.
2. The lives of many animals were endangered by
humankind’s activities.
3. Some species of animals in our country were
found by scientists.
4. Plants are eaten by the mouse deer.
5. Extinction is faced by Koch’s Pitta, a deep forest
bird.
6. Meanwhile, everyone is always reminded by the
DENR to clean up his or her vacation site before
leaving for home.
7. A healthy and clean environment is loved by
people.
8. Garbage should be disposed of by everyone.
9. The cleanliness and beauty of the environment
should be maintained by the young and adults
alike.
LESSON
5
Harmony with Birds
1. recognize and use the various verb forms;
2. recognize and use the present perfect form of verbs;
3. recognize and use the present perfect progressive form
of verbs;
4. use the past perfect form of verbs;
5. use the future perfect form of verbs;
6. produce the sounds of the vowels a and u in the past;
and past participle forms of verbs;
7. listen to note contrasting words; and
8. write a paragraph.
126-141
Language CD-ROM
C. Subject Matter
Grammar Point: Reviewing the Forms of Verbs
Recognizing and Using the Present Perfect
Forms of Verbs
Recognizing and Using the Present Perfect
Progressive Form of Verbs
Using the Past Perfect Form of Verbs
Using the Future Perfect
Listening (Tune In): Listening to the Sounds of a and u in the
Past and Past Participle Forms of Verbs
Listening to Note Contrasting Words
Speaking (Say it Right): Pronouncing the vowels a and u
in the Past Participle Form of
Verbs
49
Writing (Write It Down): Writing a Paragraph
Content Area (Spin Off): Writing Paragraphs
Read the following assessment strategies carefully. Use
the appropriate rubrics presented in the unit plan.
1. The pupils respond to the discrete point exercises and
2. Assess the pupils as they engage in speaking and reading activities. Take note of the pupils’ production of the
sound of a and u in the past and past participle forms
of verbs.
3. Assess the pupils as they engage in the writing activities.
Take note of their use of writing mechanics and their
grammatical skills.
1. Lesson Opener
Introduce the lesson to the pupils by having a short
discussion on the species of animals that are becoming
extinct. Ask them if they know some of these animals.
Have the pupils read the informational text about
extinct species.
After reading the text, have the pupils form a big
circle and discuss the answers to the following questions about it.
• What is a game refuge?
• What has the government done to make hunters
stay away from game refuge?
• What can we do to prevent the extinction of some
endangered species?
2. Grammar Point
Reviewing the Forms of Verbs
Conduct a review of the forms of the verbs.
Let the pupils pay attention to the chart of the different verb forms on p.127. Explain to the pupils that
the verb be has two past forms and three present tense
forms. Add that is is used with third person singular
subjects, am is used with the pronoun I, and are is used
with we and you and third person plural subjects.
Have a class discussion of the contents of the chart.
Point out that the verb forms in Columns 1 and 2 are
the present tense forms. The present tense is used to
express general timeless truths or present habitual action. Point out that the past form of most verbs end in
-ed. However there are verbs whose past forms do not
end with -ed. These forms have to be identified and
learned by themselves. Recall that the -ed form is used
to express a definite single completed action in the past
and with habitual or repeated action or event in the
past. Explain the use of the -ing form of the verb and
the be forms used to express present progressive action.
Point out that the -en form is used to identify the
past participle form of verbs since many verbs end with
-en such as written, taken, broken. However, the past
and participle form of many verbs are identical. Furthermore, the past participle form of some verbs may
be like the base form like set, or there is a vowel change
in the -en form as in sing-sung. Present other examples
of these varied forms.
Direct the pupils’ attention on the Remember box
found on page 127. Have them read the generalizations
on the different verb forms.
Have the pupils answer Exercise 1 on pages 128129.
50
Answers:
A. 1. visit - present
2. went - past
3. visited - past
4. enjoyed - past
5. got - past
6.
7.
8.
9.
10.
rested - past
enjoyed - present
want - present
wants - present
bloom - present
B. 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
has
seen
turn
restricted
heard
die
lived
is
was
is
Recognizing and Using the Present Perfect Forms of Verbs
Note that the term present refers to the tense of the
verb and perfect refers to its aspect. The term present
perfect is a combination of tense and aspect. In English,
there are only two tenses—past and present and four
aspects—simple, perfect, progressive, and perfect progressive. (See The Grammar Book by Marianne CelceMurcin and Dianne Larsen-Freeman.)
Have the pupils study and examine closely the sentences on page 129 and note how the verb is formed.
Point out that the actions in the sentences started in
the past and continue to the present.
Point out that the verbs in the sentences are in the
present perfect forms.
Read the other examples and explain to the pupils
that the present perfect form uses the helping verbs
has and have plus the -en or the past participle form of
the verb. Direct the pupils to the explanations on the
kinds of subjects that go with has and have and the time
expressions that can be used with the verbs in present
perfect form. Lead the pupils to the generalizations
found in the Remeber box on page 130.
To test how much the pupils understand the lesson,
instruct them to work on Exercise 2 on page 131. Have
them explain their answers to the exercise.
Answers:
1. has protected
2. have visted
3. have taken
4. have taken
5. have become
Recognizing and Using the Present Perfect Progressive
Form of Verbs
Let the pupils read and study the sample sentences
on page 131. Ask them to note the verb form used. Inform the pupils that the present perfect progressive form
is used in the sentences. The present tense is reflected
in the helping verb has/have; the perfect aspect in been,
and progressive in the -ing form of the main verb. Have
the pupils identify the kind of action expressed in the
sentences. You may add that the present perfect progressive is made up of has or have, been and the present
participle form of the verb.
Proceed to the Remember box on page132 and explain the information presented.
Reinforce the lesson by asking the pupils to work
on Exercise 3 on page 132.
Answers:
A. 1. have been reading
2. have been making
3. has been watching
4. has been sending
5. have been collecting
51
B. 1.
2.
3.
4.
5.
C
has grown
have stood
C
has been covered
6.
7.
8.
9.
10.
C
C
C
C
C
Using the Past Perfect Form of Verbs
Present the lesson by asking the pupils to read the
sentence exemplars on page 133. Point out that there
are two past actions in the sentences, and that the past
perfect form is used to describe the first completed past
action and the past -ed form action. The past perfect
form is made up of had and the past participle form to
describe the second pasts of the verb. Have the pupils
note that the time is not definite, but is only indicated
by another event.
Direct the pupils to the generalization in Remember
box and have them read and explain it. Have the pupils
answer Exercise 4 on page 134 and then explain their
responses.
Answers:
A. 1. had swept
2. had wasted
3. had caught
4. had bought
5. had seen
6. had written
7. had bitten
8. had taken
B. Answers vary.
C. Answers vary.
9.
10.
11.
12.
13.
14.
15.
16.
had swum
had flown
had dived
had taught
had gone
had fallen
had made
had begun
Using the Future Perfect
Have the pupils read the sentence exemplars on page
134. Point out that there are two future actions in each
sentence. Draw their attention to the presence of the
modal will before the present perfect form. Explain to
the pupils that the future perfect form is used to express
actions that are about to happen in the future. Let the
pupils identify the time expressions used in sentences
using the future perfect form.
Guide the pupils in working on the interactive
exercise on using the perfect forms of verbs in their
Language CD-ROM. Demonstrate how the CD-ROM
is to be used. Encourage them to access the Web link
at i-learn.vibalpublishing.com for additional exercises.
Have the pupils work on Exercise 5 on pages 135136 and then explain their answers.
Answers:
A. 1. will have caught
6. will have hurried
2. will have smiled
7. will have held
3. will have danced
8. will have bought
4. will have carried
9. will have picked
5. will have taken
10. will have cooked
B. Answers vary.
C. Answers vary.
D. 1. C
2. C
3. C
4. C
5. C
6. C
7. C
8. C
9. C
3. Tune In
Listening to the Sounds of a and u in the Past and Past
Participle Forms of Verbs
Read the past and the past participle forms of verbs
on page 137 first by columns and then by pairs. Tell the
52
pupils that some past forms of verbs have the vowel a in
medial position while some past participle forms have
u in medial position.
Point out that some verbs have the same vowel in
their past and past participle forms.
sounds of a and u, that is, /æ/ and /\ / in verb forms.
Present minimal pairs such as began-begun, sang-sung,
and identical pairs such as spun -spun, flung-flung. Tell
the pupils to raise one finger if the words are identical
and two fingers if they are not.
Demonstrate how the sounds of a and u are produced.
Have the pupils read the words in pairs. Encourage
them to give their own examples.
Listening to Note Contrasting Words
Inform the pupils that antonyms are words with
meanings that are opposite to each other. Many writers
use antonyms or contrasting words in their writings.
They use these words to emphasize their thoughts.
Now, instruct the pupils to listen as you read some
lines written by a great man. Read Ecclesiastes 3:1-8
from the Bible.
As the pupils listen ask them to write down the word
that contrasts with each of the words in Exercise 6, page
137. You may give the pupils printed copies of the verses.
4. Say It Right
Pronouncing the Words a and u in the Past Participle
Form of Verbs
Read the list of words found in Tune In to your class.
Ask the pupils to listen closely on how the vowels a and
u in each verb is produced. Then, have the pupils read
the words by themselves. Listen to several pairs as they
read the words.
Ask the pupils to work on Exercise 7 on page 138.
Answers vary.
5. Write It Down
Writing a Paragraph
138. Ask them what they know about paragraphs. You
may add by telling your pupils that before they start
writing a paragraph, they need to decide on two things:
the topic they want to write about and what they want
to say about the topic.
Proceed with the discussion on the parts of a paragraph. Have the pupils remember the three important
parts of a paragraph.
Have the pupils read the model paragraph on p. 139.
Let them identify the beginning sentence, the middle
sentences, and the ending sentence. Ask them to give
the central idea developed in the paragraph.
Answers vary.
6. Spin Off
Writing Paragraphs
Go through the following steps in the writing
process.
a. Brainstorming - Ask the pupils to write down everything that comes to their minds about the topic :
• Effects of floods, landslides and the destruction
of forests to people and animals
b. Prewrting - Ask the pupils to focus on the topic,
spot their audience and choose the form which may
53
carry their subject to their audience. The pupils may
include research, noteteking, outlining and title
writing in this stage.
c. Writing - The pupils may write their initial draft
once they have completed the prewriting stage.
d. Revising- The pupils may look at their content and
organizations and make revisions.
e. Proofreading - At this stage, the pupils may form
triads and have their papers checked by their peers.
Grammar and mechanics will be checked at this
stage.
f. Presenting the Output - The pupils will work on the
final product taking into consideration the revisions
they made and the proofreading done by their peers.
7. Lesson Checkup
Have the pupils work on the end-of-lesson test on
pages140-141.
Use 80% as the cut-off point for acceptable performance.
Answers:
A. 1. C
3. C
5. C
7. C
9. C
2. C
4. C
6. C
8. C
10. X
B. 1.
2.
3.
4.
5.
had submitted
practice
had rested
waited
will have stopped
6.
7.
8.
9.
10.
missed
walked
arrived
promised
did
C. Possible answers:
1. Vicky has been working in the library for two hours.
2. Carl finished reading a fairy tale this morning.
3. The girls had printed some pictures of birds
4. We will have distributed the seedlings to the
people in the community, before more seedlings
arrive.
5. I had left home for school, when the parcel for
me arrived.
6. Agnes has finished writing the story she started
writing yesterday.
7. The youth in the community have finished
cleaning the streets that they started cleaning
this morning.
8. The contestants had already been in the social
hall, when the contest started.
9. We will have looked at different paintings at the
gallery, when the program starts.
10. Mario has installed a CD player in the car.
LESSON
6
Hopes and Wishes
1. use the correct verb form with wish;
2. use the correct verb form with hope;
3. use conditional sentences;
4. listen to vowel change in verb forms;
5. listen to note the message in a song;
6. give an oral report based on an observation of nature;
7. write journal entries; and
8. conduct a research on plants.
Across Borders Through Language 6, Second Edition
Language CD-ROM
54
C. Subject Matter:
Grammar Point: Using the Correct Verb form with Wish
Using Correct Verb Form with Hope
Using Conditional Sentences
Listening (Tune In): Listening to Vowel Change in Verb Forms
Listening to Note the Message in a Song
Speaking (Say It Right): Giving an Oral Report based on an
Observation of Nature
Writing (Write It Down): Writing Journal Entries
Content Area (Spin Off): Conducting A Research on Plants
Read the assessment strategies carefully and apply the
appropriate assessment as the lesson progresses. Use the
appropriate rubrics presented in the unit plan.
1. The pupils answer the discrete-point exercises and the
2. Assess the pupils as they engage in speaking and reading activities. Take note of the pupils’ production of the
vowels in the verb forms.
3. Assess the pupils as they engage in the varied writing
activities. Take note of their use of writing mechanics
and their grammatical skills.
4. Assess the pupils in locating information by asking them
to list down the resources they used in working on the
learning task in Spin Off.
E Learning Activities
1. Lesson Opener
Introduce the lesson by asking the pupils what their
wishes and hopes are. Have them share their answers
in triads.
Ask the pupils to read the poem I Wish and Hope on
page 142. Have them relate the poem to their own lives.
Ask the pupils if the hopes and wishes of the speaker
in the poem are possible. Let them explain their answers.
Follow this up by asking them what traits of the person
are reflected in the poem and what message the poet
wants to impart to the readers.
You may end the discussion by emphasizing to the
pupils that sometimes a person’s dreams or plans in life
do not happen as he or she exactly wanted it to. When
they experience this, they should not be depressed;
rather they should have a positive attitude and strive to
change their goals in life.
2. Grammar Point
Using the Correct Verb Form with Wish
Ask the pupils to refer to the poem, I Wish and
Hope, and note the lines that begin with I wish and I
hope. Let them enumerate the wishes expressed by the
author in the first two stanzas and if the thing wished
for is attainable or contrary to fact. Proceed to the last
stanza by asking them what the author hopes for and if
these things are attainable.
Let the class study the sentence exemplars on page
143. Point out to them the correct verb forms used
after wish. Ask the pupils to give their own examples of
sentences using wish with its correct verb form.
Lead the pupils to the generalization in the Remember box. Have them answer Exercise 1 on page143.
Answers:
1. could
2. could
3. could
4. could
5. could
6. were
7. were
8. could
55
Using the Correct Verb Form with Hope
Start the lesson by referring the pupils to the poem
I Wish and Hope again. Ask them to read the lines in
the poem that use hope. Inform the pupils that the
verb hope is used to express something that is likely
to happen and the modal will or can is used followed
by the base form of the verb hope. Let the pupils read
the sentence exemplars. Lead the pupils to the rule
in the Remember box. Have them answer Exercise 2 on
page 144 and later explain their answers.
Answers:
1. can
4. were
7. will
2. were
5. could
8. will
3. will
6. could
Using Conditional Sentences
Call on volunteers to read aloud the dialogue on
page 145. Ask the rest of the class to read along silently.
Ask the class to focus their attention on the sentences that begin with If. Have them identify the number
of clauses in each sentence. Help them notice that each
sentence has a dependent if-clause that states a condition and an independent clause that tells what would
happen as a result of the condition stated in the if-clause.
Tell the class that these are called conditional sentences.
Lead the pupils to the rules presented in the chart
on pages 145-146. Explain to them the rules given in
forming conditional sentences and the correct verb form
to be used. Give some more examples. Then, ask them
to work on Exercise 3 on page 147.
Guide the pupils in working on the interactive exercise on using conditional sentences on the Language
CD-ROM. Inform them that more exercises may also
be found at i-learn.vibalpublishing.com.
Answers:
A. 1. collects
2. were
3. work
4. writes
5. stay
B. Answers vary.
C. Answers vary.
3. Tune In
Listening to Vowel Change in Verb Forms
Ask the pupils to listen closely as you read the
present, past, and past participle forms of the verbs on
page 148.
Ask the pupils if they noted the difference in pronunciation in the sets of words. Let them identify the
vowel sounds they heard and the vowel changes that
occurred in the pairs of words.
Conduct an auditory discrimination exercise on
the sounds /ow/ and /uw/. Make a list of minimal and
identical pairs. Follow the procedure used in the earlier
lessons.
Listening to Note the Message in a Song
Before taking up this activity, secure a recording
of the song What a Wonderful World. The lyrics of the
song are as follows:
I see trees of green, red roses, too
I see them bloom for me and you
And I think to myself what a wonderful world.
I see skies of blue and clouds of white
The bright blessed day, the dark sacred night
And I think to myself what a wonderful world.
56
The colors of the rainbow so pretty in the sky
Are also on the faces of people going by
I see friends shaking hands saying “how do you do?”
They’re really saying “I love you.”
I hear babies cry, I watch them grow
They’ll learn much more than I’ll ever know
And I think to myself what a wonderful world
Yes, I think to myself what a wonderful world.
(Instrumental Break)
The colors of the rainbow so pretty in the sky
Are also on the faces of people going by
I see friends shaking hands saying “how do you do?”
They’re really saying “I love you.”
I hear babies cry, I watch them grow
They’ll learn much more than I’ll ever know
And I think to myself what a wonderful world
Yes, I think to myself what a wonderful world.
Tell the pupils that you will play the CD version of
the song What a Wonderful World. Tell them to listen
closely to it and list down five words or phrases about
nature which are mentioned in the song. Tell them to
write the words or phrases they have written in the
concept map on page 148.
You may provide the pupils copies of the song. Then,
you can take it up as an appreciation lesson.
4. Say It Right
Giving an Oral Report Based on an Observation of Nature
Ask the pupils if they have tried to observe some-
thing closely and report their observations to their
classmates. Let the pupils share their experiences.
Proceed to the next activity by telling the pupils that
they can make good reports based on observations by
planning and preparing for them well.
Call on volunteers to read the suggestions on page
149.
Have the pupils read Exercise 5 for some tasks.
Then, have them write their reports. Tell them to follow
the guidelines given.
5. Write It Down
Writing Journal Entries
Motivate the pupils to talk about their hopes and
dreams. Have them share these in class. Then, ask the
pupils if they record their thoughts, ideas, feelings,
experiences, and events in a journal. Recall the pupil’s
response journal that they wrote in an earlier lesson.
Point out that the pupils can write about other
things in their journals. Have a class discussion of how
the entries in their journals can be organized. Point out
to them that they can use a notebook, note cards, a special diary, or even a secret document in the computer.
Have the pupils read the samples of sectional headings for journal entries.
Have the pupils do the task in Exercise 6.
6. Spin Off
Conducting a Research on Plants
Ask the pupils do a research on any plant or tree they
are interested in. Have them write a paragraph about
it. Give other necessary instructions.
57
7. Lesson Checkup
Have the students
checkup tests.
Answer:
A. 1. would
6.
2. will
7.
3. could
8.
4. could
9.
5. will
10.
B. 1. eats
2. takes
work on the end-of-lesson
can
were
can
could
will
3. were
4. takes
11.
12.
13.
14.
15.
were
can
were
can
were
5. washed
Writing an Explanation
In this activity, use the genre-process approach.
Steps in this process are as follows:
A. Preparation
Prepare the pupils to write by asking them to
name some situations where they have to write some
explanations. Point out that their science and other
textbooks contain various kinds of explanations.
B. Modeling and Reinforcing
Present to the class an example of a text that
explains. Explanatory paragraphs from the content
area textbooks may be used for this purpose.
Have a class discussion on the structure of the
text.
C. Planning
Prepare the pupils for this activity by asking
them to recall a phenomenon which is nature-based
like the coming of a typhoon or a description of a
lunar or solar eclipse.
Let the pupils think about the topic of their
choice and their target audience. Inform the pupils
that in this step, they may conduct research by
consulting books or surfing the internet. They may
also collect reactions and impressions from people.
Inform the pupils that the data they gathered may be
written as notes for the content of their composition.
They may write an outline to organize their ideas.
D. Jointly Constructing
In this stage, you and the pupils work together
to begin writing a text. The pupils contribute information and ideas. The steps in the writing process
are explained and carried out in this step. The final
draft provides a model for the pupils to refer to when
they work on their individual compositions.
E. Independent Constructing
At this stage, inform the pupils that they can
start their own compositions once they have gathered
enough materials. They may start to write the paragraph. They should, however, support their ideas
and points clearly through accurate information.
Inform the pupils that they just have to write
and express their ideas at this stage. They should
not focus on their grammar, spelling , punctuation
and other mechanics yet, because these can be
corrected later.
Ask them to evaluate their work once they are
done.
F. Revising
In this stage, the learners will consider the con-
58
tent of their composition. Have them evaluate it in
terms of the content and objective. It is also important to consider if the details are logically-arranged
based on the outline that they prepared earlier.
It is also essential that the paragraph is written
neatly and correctly. They have to see to it that correct spelling is observed, grammar is rechecked, and
correct punctuation marks are used.
Once they have accomplished this, the pupils
are now ready for the next stage.
G. Sharing and Publishing
Have the pupils read what they have written. Tell
them that the inclusion of pictures and drawings
will help explain the topic more clearly.
When the pupils have written a final copy of the
paper, they may now present it in class. Their paper
may be published in the class or school paper or be
posted in their class bulletin board.
9. Unit Test
The answers to the unit test are as follows:
A. 1. Lived
3. Practiced
5. Attended
2. Joined
4. Takes
B. 6. Costs
7. is
C. 11. can
12. could
13. will
14. would
15. were
8. comes
9. is
16.
17.
18.
19.
20.
10. is
can
were
can
were, could
can
D. 21. trees
22. Clean and Green Project
23. walls and fences
24. scribbles
25. surroundings
26. flowers
27. canal and street
28. seedlings
29. Clean and Green Project
30. peace and order
E. 31. Man decreases wildlife population.
32. The government protects the different species
of wildlife in national parks and game reserves.
F. 33. misjudged
34. dissolved
35. misplaced
36. refilled
37. purify
38. befriend
39. belittle
40. misleading
41. restoring
42. replanting
43. trimming
44. weeding
45. conserving
46. caught
47. broke
48. removed
59
UNIT
III SIMPLE JOYS
2.
I. Desired Results
Acquire grade level proficiency on vocabulary, grammar forms, structures, text types, rhetorical devices and
the conventions of language to communicate effectively,
clearly, and proficiently to varied audiences for different
purposes and situations.
Use and apply the various reading strategies and
writing processes to construct meaning and communicate effectively and orally using various forms—interpersonal, group, and public—for a variety of purposes
and situations, adapt messages appropriate to audience,
purpose, and situation, understand diversity in language,
perspective, and/or culture and use speaking and listening to foster understanding.
1.
Language is a unique
characteristic of people
and a powerful human
function through which
we overcome space
and time barriers, relive
the past, function in the
present, and eventually
reach our full potential
as a people.
Essential Questions
1.
2.
What is the unique characteristic of language
that makes it unique
and different from other
disciplines?
How does language
affect the lives of people
coming from different
cultures and locations?
3.
4.
Language is the primary
way we communicate
what we think, feel, and
believe, and it brings
about better understanding among people
of different cultures and
beliefs.
Knowledge of the
conventions used in language is needed to comprehend and construct
text, use spelling-tosound correspondence;
and apply grammatical
conventions and acceptable pronunciation and
grammar.
Meanings depend upon
the readers, upon the
times and upon the
interaction of the reader
and the literary work
and that authors provide
the readers with clues,
judgments and insights
about life that influence
the reader’s attitude.
3.
4.
5.
6.
What is the importance
of using and applying
the conventions of language?
If language is considered
a powerful medium, how
can it improve the lives
of people coming from
different settings and
cultural backgrounds?
How does the author
influence the lives of the
readers?
Why is it important
for a language user to
comprehend text and
construct meaning from
it?
Knowledge
Skills
Pupils will know…
•
the notional, functional,
and structural definition
of adjectives, adverbs,
and prepositions and
prepositional phrases;
1. use adjectives, adverbs,
and prepositions in wellorganized sentences
both orally and in writing;
60
•
•
•
•
•
•
•
the forms, kinds, and
uses of adjectives and
adverbs;
the order of adjectives
and the degrees of comparison used in adverbs
and adjectives;
pronunciation of stressed
words and interjections
in sentences;
components of a character sketch and a travelogue;
expressions which correspond to a given emotion of an interjection;
importance of juncture
in reading sentences;
correct phrasing in poetry.
2.
3.
4.
5.
6.
7.
8.
9.
identify the uses, comparison, and kinds of
adjectives and adverbs;
use adjective forming
suffixes and identify their
meanings;
arrange adjectives in
order;
identify compound
adjectives and participles
listen attentively to a
variety of texts delivered
live or on CD for a variety
of purposes and audiences;
use acceptable pronunciation, stress, phrasing,
and juncture in sentences;
use and apply the writing process in varied
genres;
follow given directions
correctly.
1. After reading and listening to varied texts, in print,
delivered live or electronically, the pupils demonstrate
comprehension by answering questions, understanding
of text features, and relating their personal experiences
to extend and enrich their learning.
2. In the entire course of the unit, the pupils participate
in varied speaking and listening activities, demonstrate
correct pronunciation, stress, enunciation and phrasing
of words.
3. In the entire course of the unit, the pupils engage in
varied writing activities, use the writing process, and
use appropriate strategies to write a variety of expressive
texts and expository pieces.
4. The pupils locate varied information from various
sources for the purpose of presenting new information, arguing or contradicting previous information or
supplementing information given in the text.
grammar points, the pupils answer the items in the
exercises correctly.
2. Given a set of words, phrases and sentences, the pupils
read, produce, and identify the correct sounds, stress,
phrasing, and juncture
3. Given the objective type unit test, the pupils answer
performance.
C. Rubrics
4 - Proficient
2 - Above novice
1 - Novice
61
3
2
1
sentences
2
1
Gives limited oral presentation in simple “shareand-tell” activities
Gives a very limited oral presentation in simple
4. Listening
at all times
5. Writing
activities
62
6. Vocabulary
significant errors
time
complete sentences
complete sentences
2
1
Content
30-27
26-22
21-17
16-13
–
–
–
–
Good to Average
Fair to Poor
Very Poor
63
Organization
20-18 –
17-14 –
13-10 –
9-7 –
Good to Average
Fair to Poor
Very Poor
Vocabulary
20-18
17-14
13-10
9-7
–
–
–
–
Good to Average
Fair to Poor
Very Poor
Language Use
25-22 –
21-19 –
13-10 –
9-7 –
Good to Average
Fair to Poor
Very Poor
Mechanics
5
4
3
2
–
–
–
–
Good to Average
Fair to Poor
Very Poor
III. Learning Plan
1. The pupils are hooked to the unit through the reading
of theme-related texts. The pupils acquire information
which activates their reading and writing strategies,
content and grammar schemata.
2. Grammar forms and structures treated in the earlier
presented. Generalizations are generally arrived at inductively.
4. The pupils learn the correct pronunciation of words with
critical sounds for Filipino learners of English through
the oral reading of varied types of texts and the retelling
of texts listened to.
5. The pupils learn to read words, phrases and sentences
with proper stress, expression, enunciation, intonation,
and juncture.
6. The pupils read informative texts related to various curriculum areas and apply appropriate listening, speaking,
been acquired.
7. The pupils write various genres of compositions in which
they apply the steps in the process approach to writing.
8. The pupils engage in interactive electronic-aided grammar, auditory discrimination, and auditory comprehension activities.
Across Borders Through Language 6 Second Edition
Language CD-ROM
64
IV. Lesson Guides
LESSON
1
Nurturing the Underwater Gardens
During and after the varied learning experiences, the
pupils are expected to be able to do the following:
1. recognize adjectives;
2. recognize adjective-forming suffixes and their meanings;
3. listen to derived descriptive words;
4. listen to descriptive paragraphs;
5. pronounce derived adjectives correctly;
6. write a travelogue.
B. Learning Resources and Materials
156-169
Language CD-ROM
C. Subject Matter
Grammar Point: Recognizing Adjectives
Recognizing Adjective-Forming Suffixes
and their Meanings
Listening (Tune In): Listening to Derived Descriptive Words
Listening to Descriptive Paragraphs
Speaking (Say It Right): Pronouncing Derived Adjectives
Writing (Write It Down): Writing a Travelogue
Content Area (Spin Off): A Travelogue
1. The pupils correspond to the discrete point exercises
and end-of-lesson test in the work text, in the Language
2. Assess the pupils as they take part in the speaking and
reading activities. Take note of the pupils’ pronunciation
of derived adjectives.
3. Assess the pupils as they engage in the varied writing
activities. Take note of their use of writing mechanics
and their grammatical skills. A dictation test may be
given to assess general language proficiency.
4. Assess the pupils’ proficiency in applying the grammar
rules and the writing processes as they engage in specific
language tasks.
1. Lesson Opener
Introduce the unit by asking the pupils to look at
the pictures on page156. Have them read the verse and
relate it to the pictures. Have the class form groups and
share their opinions and responses. Ask the reporter of
each group to share a synthesis of the groups’ responses.
Activate the pupils’ schema by asking them if they
have heard of the place called Tubbataha Reef. At this
point, the teacher may use pictures, slides, and images
from various sources. Let the pupils describe what they
see in the visual aids presented. Have them locate the
reef in a map.
Tell the pupils that they will read an article about
the Tubbataha Reef and you will discover how beautiful
Southern Philippines is.
Have the other pupils read along silently. Call on
volunteers to read the selection by paragraphs. Divide
the class into groups. Ask the pupils to answer the
questions on the article. Highlight the values implied or
65
learned from the article specially on being good stewards
of nature. Have the groups report in class their answers
to questions. Have the pupils evaluate how they participated in the group activity.
2. Grammar Point
Recognizing Adjectives
Have the pupils reread the article on the Tubbataha
Reef. Ask the pupils to pay attention to the italicized
words in the selection. Call on a volunteer to read the
words orally. Derive from the class that the italicized
words are called adjectives. Tell them that adjectives are
words used to describe a noun or a pronoun.
Have the class prepare a table similar to the one on
page 159. Have them list the adjectives according to the
headings in the chart on page 159. Discuss the groups
of adjectives listed on page160. Have them recall the
following: attributive and predicative adjectives; proper
and common adjectives. Direct the pupils’ attention to
the types of adjectives and nouns being described.
Have the pupils study the chart on page 161. Recall
that some adjectives have degrees of comparison. Let
them pay close attention on how the words are formed.
Lead the pupils to give a generalization on the comparison of adjectives. Discuss with the class the different
ways of forming the comparative and superlative degrees
of adjectives and how these are used in comparing.
Provide the pupils with more examples.
Lead the class to the generalizations found in the
Remember box on page 162. Ask the pupils to work on
Exercise 1 found on pages162-163.
Answers:
A. 1. faster
3. as beautiful as
5. worse
2. R
4. so bright as
B. 1. Philippine culture
2. Italian food
3. Hawaiian pineapple
4. Australian delegates
5. Canadian apples
C. Aswers vary.
For more practice on using and recognizing adjectives, let the pupils access the Web link at i-learn.
Recognizing Adjective-forming Suffixes and Their
Meanings
Discuss the different suffixes listed on page163.
Have the pupils identify the meanings of the given
suffixes. Ask the pupils to give examples of adjectives
formed by adding the suffixes mentioned to specific
nouns or verbs. Let the pupils work on Exercise 2 on
page 163.
Possible answers:
1. cheerful
6. patriotic
2. colorful, colorless
7. beautiful
3. adorable, adoring
8. harmful, harmless
4. heroic
9. moodless
5. purplish
10. courageous
3. Tune In
Listening to Derived Descriptive Adjectives
Present the lesson by saying that some adjectives
are taken from some other words to which a prefix or
a suffix has been added. In this way, the pronunciation
of these words is affected.
Tell the pupils that you will read the nouns and
they identify which syllable receives the primary stress.
Next, read the adjectives and pupils note which syllable
receives the primary stress. Have the pupils differentiate
66
which syllable receives the primary stress in nouns and
in derived adjectives. Note that the nouns are stressed
in the first syllable while the adjectives are stressed on
the second syllable.
Listening to Descriptive Paragraphs
Tell the pupils that they will listen to some paragraphs. Run the Language CD-ROM again and tell
them to take note and list down in the boxes found on
page 164 as many descriptive words and phrases as they
hear. For a clearer understanding of the lesson, have the
auditory drill on stress in derived adjectives and nouns.
The pupils raise one finger if on the first syllable and two
fingers if the stress is on the second syllable, and proceed
to Listening to a Descriptive Paragraph. Ask them to work
on the interactive comprehension exercises that follow.
4. Say It Right
Pronouncing Derived Adjectives Correctly
Read the words on page165 as the pupils listen.
Then, have them read the words. Give special attention
to the stressed syllable of each word. Ask them to consult a dictionary to check the placement of the stress.
Have the pupils note and remember that the syllable that receives the stronger force is said to carry
the primary stress. Have the pupils work on Exercise 3
on page 165.
Answers:
1. beautiful
6. adorable
2. muscular
7. confusing
3. wonderful
8. contestant
4. comfortable
9. accountable
5. towering
10. respectable
5. Write It Down
Writing A Travelogue
Tell the pupils what a travelogue is. Say: “It is a
brief narrative-descriptive account of an experience a
person has as he or she moves about in the course of
his or her travel. It vividly describes one’s experience. It
does not only take into account the sequence of events
that happened, but also makes use of descriptive words
and phrases.”
Guide the pupils as they write their own travelogue.
Read to the class some examples, of travelogues, for
example, Marco Polo’s travels. Give them the following
pointers:
•
List down the places they have visited.
•
List down as many adjectives they may be able to
use to describe the places, the people and even their
feelings.
•
Let them include in their experience, what the different senses experienced-what they saw, heard, felt,
smelled and tasted.
•
Think of an interesting beginning sentence- question, exclamatory, statement, or a quotation that is
applicable.
•
Organize the sentences into paragraphs.
•
End with a catchy sentence, question, quote or a
line from a poem or song.
Have the pupils present their travelogues in class.
Encourage them to include maps and pictures in their
presentations. They can also post their travelogue and
pictures on the class bulletin board.
67
6. Spin Off
A Travelogue
Have the pupils write their own travelogue of any
place they have visited. Tell them to apply the pointers
explained earlier. Have them attach a picture of the
place to support their description. Ask them to include
their insights or reflections about the place.
7. Lesson Checkup
Answers:
A. 1. the Philippine national flower
2. the Davao durian
3. the Philippine queen orchid
4. the Marikina slippers
5. the Mindoro tamaraw
6. a Chinese fan
7. Japanese cherry blossoms
8. Indian dancers
9. Ilocano folktales
10. Cebu delicacies
B. Possible Answers:
1. honorable
2. harmful, harmless
3. wooden
4. colorful, colorless
5. careful, careless
C. 1. smooth
2. rainy
6.
7.
8.
9.
10.
lunchless
valuable
flowery
fearful
industrious
3. foolish, dumb
4. cowardly
5. soft
6. sour
7. small, tiny
D. 1.
2.
3.
4.
5.
long-suffering
beautiful
costly
glad
courageous
8. deep
9. ugly
10. selfish
6.
7.
8.
9.
10.
huge
inexpensive
tiny, minute
intelligent, learned
clean
E. Answers vary.
F. Answers vary.
G. 1. astounded
2. busy, noisy
3. fascinating
4. attractive
5. relieved
H. Answers vary.
LESSON
2
Wonderful Dome-Shaped Hills
1. arrange adjectives in a series;
2. place stress correctly in sentences;
3. listen to an introduction;
4. pronounce homophones and homonyms correctly;
5. write a description of a person;
6. write a character sketch.
Across Borders Through Language 6, 2nd edition, pages
170-177
Language CD-ROM
68
C. Subject Matter
Grammar Point: Ordering Adjectives in a Series
Listening (Tune In): Placing Stress in Sentences
Listening to an Introduction
Speaking (Say It Right): Pronouncing Homophones/Homonyms
Writing (Write It Down): Writing a Description of a Person
Content Area (Spin Off): A Character Sketch
end-of-lesson test in the work text, in the Langage CDROM, and in the suggested Web link.
2. Assess the pupils as they participate in the speaking
exercises on placing proper stress in sentences, reading
homophones and in listening to an introduction of a
guest speaker. Have them note the important pointers
to consider.
Take note of the pupils’ writing style, mechanics, and
grammatical skills.
4. Assess the pupils as they demonstrate confidence as
writers, and find value and satisfaction in writing and
sharing with others.
1. Lesson Opener
Show a picture of the Chocolate Hills. Ask the
pupils if there is someone in class who has been to the
Chocolate Hills in Bohol. Have the pupil describe the
place in class.
Tell the class that they will read the legend of the
Chocolate Hills. Ask the pupils to read the legend on
page 170. Have them answer the questions given at the
end of the selection. Ask the pupils to give suggestions
on how they can preserve the beauty and wonder of the
Chocolate Hills.
2. Grammar Point
Ordering Adjectives in Series
Let the pupils study the chart on page 171 that
shows how adjectives should be ordered or arranged in a
series. Point out that two to three adjectives are normally
used to describe a noun. The order of those adjectives
should follow the order presented in the chart. Present
more examples. Ask the pupils to give more than one
adjective to describe a specific noun and let them arrange the adjectives in order. Note that numbers both
cardinal and ordinal, are determiners not adjectives.
Point out that commas are used to separate three or
more adjectives that come from the same group. The last
comma is placed before and which comes before the last
adjective. And can also be used to join two adjectives.
In this case, no comma is used.
Proceed to the generalization in the Remember box.
For more practice on ordering adjectives in a series have
the pupils access the Web link at i-learn.vibalpublishing.
com. Ask the pupils to work on Exercise 1 on page 172.
Answers:
A. 1. four big white hens
2. five large blue Chinese jars
3. two small brown wooden tables
4. eight fresh red Canadian apples
5. two long white cotton/satin curtains
69
6. new yellow and brown wooden Spanish-type
bungalow
7. 1/2 kilo of fresh, crispy, green Baguio cabbage
8. three tall, fine, breakable cocktail glasses
9. two new, big, thick hardbound Webster’s dictionaries
10. round decorated chocolate bithday cake
B. Answers vary.
C. Answers vary.
3
Tune In
Placing Stress in Sentences
Post the following words or have them written on
the board: degree, her, earned, she, university. Read each
word aloud and let your pupils repeat the words. Form
a sentence out of the given words and read them. Tell
the pupils that when words come together in a sentence,
one word receives more stress than others. The word to
be stressed depends on the meaning you want to convey.
Read the other sentences and have them notice
how the word receiving the strongest stress is said. Put
a stronger stress on the word you want to emphasize.
Have the pupils practice saying Sentences 1-5.
For additional practice read some more sentences to
your pupils. Have them identify the words that receive
the sentence stress.
Listening to an Introduction
Activate the pupils’ schema by asking them if they
have ever been assigned to introduce a person or a
speaker. Have the pupils share their experiences. Ask
what they said in that introduction.
Instruct the pupils to run their CD-ROMs to listen
to an introduction. As they listen, tell them to take note
of the details specified in the questions. Then, they do
the interactive comprehension exercise that follows.
As you do this, have them note the following pointers:
• Does he or she use an interesting beginning?
• Is he or she serious in the way he or she handles
the task of introducing?
• Does he or she have enough knowledge or information about the person he or she is introducing? You
can base this on the kind of data he or she provided
about the speaker.
• Is the introduction done pleasantly or is it distracting or annoying?
• Are the data used in the introduction accurate?
• Does your teacher pronounce the speaker’s name
correctly?
• Is the speaker introduced qualified to speak on the
topic?
Have the pupils share their opinions on how you
introduced the guest speaker. Conclude the lesson by
asking the pupils to remember the pointers on making
introductions and have them do this next time. Ask the
pupils to work on Exercise 2 on page 174.
Answers vary.
4. Say It Right
Pronouncing Homophones/ Homonyms Correctly
Have the pupils give the definition of homophones
or homonyms and examples. Proceed to the list of words
on page 175.
Read the pairs of words and ask the pupils to repeat
them after you.
70
Instruct the pupils to think of more pairs of words
that have the same pronunciation but are different in
meaning and spelling. Ask the pupils to share these
pairs with their classmates. Have the pupils do Exercise
3 on page 175.
5. Write It Down
Writing a Description of a Person
Begin the lesson by asking the pupils to think of a
person they admire so much. Ask how they would describe that person. Direct the class to the explanatory
notes on page 175. Present the following ideas to them
about writing a description of a person.
• Make your description interesting by using vivid
expressions.
• Make the readers imagine how the person looks- his
or her face, hair, eyes, figure, and the way the person
impresses you.
• You can also describe what the person does and how
he or she behaves and thinks.
• In writing a description of a person, present him or
her to the readers as if he or she were before them.
• Use positive adjectives in describing the person and
his or her features.
6. Spin Off
A Character Sketch
Conduct a review on how to write a description of
a person. Have the pupils share what they recall. Introduce the Spin Off activity by asking the pupils to think
of a person who has inspired them most. Describe that
person or tell what this person values in his or her life.
Give the following guidelines on writing a character
sketch.
•
Consider a person’s physical appearance such as his
or her looks, his or her height, and everything that
is seen from the outside and his or her character.
• You may also concentrate on how the person thinks
and feels.
• Consider also his or her values and what you think
is dear to him or her.
• You need to consider not only the physical description but also his or her emotional, mental, and
spiritual attributes.
• And lastly, use only positive adjectives in your character sketch.
If all the points have been clarified to the pupils,
ask them to write the character sketch following the
suggested guidelines.
Remind the pupils to follow the steps in the writing
process.
7. Lesson Checkup
Have the pupils work on the end-of-lesson exercises
on page 177.
Answers:
A. 1. three blue cloth-bound blue books
2. two large tangerine silk Japanese robes
3. dozen big white Chinese bowls
4. three fragrant blue English perfumes
5. two commercial white concrete buildings
6. six large beautiful pinkish American dolls
7. fine and wide red Indonesian batik cloth
8. two nice silver-gray cellphones
9. a new lovely brown Australian leather bag
10. three tall reddish porcelain Chinese jars
B. Answers vary.
71
LESSON
3
Treasures of the South
1. learn about compound adjectives and participles;
2. listen for rhyming words;
3. listen to appreciate a poem;
4. give directions;
5. write a letter of invitation;
6. compose a thank-you letter.
Across Borders Through Language 6, 2nd Edtion pages
178-185
Language CD-ROM
C. Subject Matter
Grammar Point: Learning About Compound Adjectives and
Participles
Listening (Tune In): Listening for Rhyming Words
Listening to Appreciate a Poem
Speaking (Say it Right): Giving Directions
Writing (Write It Down): Writing a Letter of Invitation
Content Area (Spin Off): A Thank-you Letter
1. The pupils correspond to the discrete point exercises
and end-of-lesson test in the work text, in the Language
2. Assess the pupils as they participate in the varied listening activities.
3 Assess the pupils on how they show and express appreciation of a poem.
4. Assess the pupils as they engage in the speaking and
writing activities. Take note of their ability to comprehend and follow directions in doing the activity in Spin
Off.
1. Lesson Opener
Begin the lesson by showing a sample of a diary
entry. Explain the importance of keeping a diary. Ask
the class if there is someone among them who keeps a
diary. Call on volunteers and have them tell why he or
she keeps a diary.
Later, have the pupils read Cherry’s Diary on page
178. Let the pupils answer the questions below the diary.
Encourage the pupils to keep diaries or journals to help
them keep track of their activities, record events and
experiences that are worth remembering, and of course,
to improve and enhance their writing skills.
2. Grammar Point
Learning About Compound Adjectives and Participles
Divide the class into two groups. Have them go
over the phrases lifted from the girl’s diary entry. Let
Group 1 study the phrases in Column A and those in
Group 2 phrases in Column B. Let the pupils compare
the two sets of phrases. Ask somebody from the groups
to point out the differences they have noted. Have them
read the explanatory notes on pages 179-180.
Explain that the words in Column A are called
compound adjectives because they are made up of two
72
words, while those in Column B are called adjectival
participles because they are derived from verbs and are
used as adjectives. Explain also that compound adjectives may be hyphenated and these are called hyphenated
compounds. Others are written as one word and these
are called close compounds. Others are written as two
separate words and these are called open compound.
Ask the pupils to go over the examples of compound
adjectives on page 179. Have them give their own examples and let them identify if they are hyphenated,
open or close compound.
Proceed to the discussion on participles. Let the pupils note that these words have -ing and -en endings and
they are derived or come from verbs. These are called
participles. Recall that the present participle and past
participle form of verbs end in -ing and -en respectively.
These forms are used as adjectives. Point out that in
many cases, a form ending in -ing or -en can be identified
as an adjectival participle if very can be placed before it.
Ask the pupils to give their own examples of participles.
Direct the pupils to the generalization in the Remember box. Then, ask them to answer Exercise 1 on
pages 180-181.
Possible Answers:
A. well-known
organically-raised
garden-grown
worm-eaten
B. lustered
hidden
hired
dazzling
worldwide
hard-working
short-lived
uninhabited
prized
known
C. 1.
2.
3.
4.
5.
well-known, queer-looking
crystal clear
sweet-smelling
tube-shaped
glass-bottomed
D. 1. V
2. V
3. V
4. G
5. G
6. AP
7. G
8. AP
9. AP
10. AP
3. Tune In
Listening for Rhyming Words
Read to the class some short verses or poems that
have rhyming words. Have them identify the rhymimg
words in the poems.
Point out that rhyming words have similar end
sounds. If they are used in a poem, they add to the
musicality of that poem. Rhymes also make the lines of
the poetry attractive to the ears of the listener.
As a homework assignment, ask the pupils to look
for poems with rhyming words and read them to class
the next day.
Listening to Appreciate a Poem
Before taking up this lesson, select several poems
that you will read to the class as classical music is being
played.
Read short poems to the class as classical music is
played. Ask them to just listen as you read the poems.
Direct the pupils’ attention to the matrix on page
182. Tell them to fill in this matrix as you read several
poems to them.
73
4. Say It Right
Giving Directions
Remind the pupils that in the previous lessons, they
were asked to listen to directions and instructions. Tell
them that this time they will be asked to give directions
or instructions. Point out that imperative sentences are
often used in directions and instructions.
Give the pupils the following suggestions to observe
when giving directions or instructions.
• Directions are important. They tell people the things
they need to know.
• When giving directions, make sure to include all
necessary information.
• Directions must always be clear.
• The sentences must come in an order that makes
sense.
• Use transitions like first, next, then, finally, or lastly.
• Speak in a clear audible voice. Establish eye contact
with the person you are talking to.
• If the directions are about going to a place, be sure
to give the descriptions clearly so that the one who
receives your directions may be able to imagine the
place he or she is going to.
Direct pupils’ attention to Exercise 2 on page 182.
Demonstrate how the task is to be worked on. Recall
the phrases used in giving directions to a place. Have
the pupils work on this task in dyads.
5. Write It Down
Writing a Letter of Invitation
Present a sample letter of invitation to the class.
Have the pupils recall the times or occasions when
they write a letter of invitation to friends, relatives, or
classmates.
Then ask: “How do you write a letter of invitation?
How will you make your invitation convincing?”
Present the following pointers to remember when
writing a letter of invitation:
• Start your letter with an exciting beginning.
• Make your presentation of the place to which you
are inviting him or her appealing by giving vivid
descriptions.
• Write the letter as if the person to whom you are
writing is just in front of you or conversing with you.
• Check on the parts of your letter. See if all the parts
are there.
• End your letter with a happy tone.
Let the pupils synthesize the ideas presented about
writing a letter of invitation. Have them work on Exercise 4 on page 184.
6. Spin Off
A Thank You Letter
Ask the pupils what their reactions are if they are
invited to attend certain occasions. Point out that the
person inviting you is expressing or demonstrating how
thoughtful he or she is by remembering you on such a
happy occasion. Point out that thoughtfulness should
always be appreciated by writing a letter of gratitude.
Have the pupils write a “Thank You” letter to a friend
for an invitation sent to a certain occasion. Remind the
pupils that this letter has the same format as the letter
of invitation.
7. Lesson Checkup
Ask the pupils to work on the end-of-lesson test on
page 185.
74
Answers:
A. 1. well-known
2. breath-taking
3. people-shy
4. crystal-clear
5. underwater
6. doughnut-shaped
7. national marine park
B. 1. brilliantly-colored fish
2. darting-tropical fish
3. bigger, brighter fins
4. flashing colors
5. competing male
6. more brightly-colored
7. approaching enemy
8. excited fish or octopus
C. Answers vary.
LESSON
4
Wandering with Mole and Troll
1. identify adverbs;
2. listen to a joke;
3. listen to note the punch line in a joke;
4. say interjections with strong emotions;
5. write about a humorous experience; and
6. know more about a comedian/comedienne.
186-193
Language CD-ROM
C. Subject Matter
Grammar Point: Identifying Adverbs
Listening (Tune In): Listening to a Joke
Listening to Note the Punch Line in
a Joke
Speaking (Say It Right): Saying Interjections with Strong
Emotions
Writing (Write It Down): Writing About a Humorous Experience
Content Area (Spin Off): Knowing More About a Comedian/
Comedienne
1. The pupils correspond to the discrete-point exercises and
the end-of-lesson test in the work text, in the Language
2. Assess the pupils as they engage in the varied listening
and speaking activities. Take note that they react positively to given jokes and punch lines and understand
that these genres are for purposes of humor and
entertainment.
Take note of their writing mechanics, grammatical skills,
purpose, and audience in doing the activity in Spin Off.
1. Lesson Opener
Introduce the lesson by asking the pupils if they
have experienced listening to a funny conversation.
Have them share their experiences while listening to
humorous stories. You may also ask them to retell in
75
class some of the funny and entertaining stories they
have read or listened to.
Ask the class if they want to read a humorous story.
Lead them to the funny conversation between Mole and
Troll on pp.186-187. Have the pupils read the selection
silently and call on some volunteers to read the conversation orally. Ask the pupils to form groups of five and
answer the questions that follow.
2. Grammar Point
Identifying Adverbs
Post the following words taken from the conversation between Mole and Troll: completely, suddenly,
quietly, swiftly, hard, sincerely, still, and loudly. Ask the
pupils under what part of speech the words can be classified. Lead the pupils to the realization that those words
are called adverbs and they are used to modify verbs,
adjectives or another adverb. Continue the discussion
by asking the pupils to read the sentences on p. 188.
Ask the pupils to give their own examples of sentences
using the different kinds of adverbs.
Direct the pupils to the generalization in the Remember box on p.189. Let them read and explain the
generalization. For more practice on identifying adverbs,
tell the pupils to access the Web link at i-learn.vibalpublishing.com.
Have the pupils answer Exercise 1 on p. 189.
Answers:
A. Circle the followings words and group of words.
1. Courageously
5. eagerly
2. Slowly
6. gallantly
3. trying... coming in
7. rarely
4. throughout the night
8. to save the victims
Underline the following words.
1. placed
5. waited
2. came
6. saved
3. spent
7. find
4. there
8. there
B. 1. completely – star
6. hard – star
2. excitedly – star
7. still – star
3. suddenly – star
8. finally – triangle
4. angrily – star
9. really – star
5. quietly – star
10. loudly – star
C. Answer vary.
3. Tune In
Listening to a Joke
Before taking up this lesson, collect some puns
which you will present in this activity.
Explain the meaning of pun to the pupils. Tell them
that one way of getting the meaning of a joke is by getting the meaning of double-meaning words. A joke using
a word with more than one meaning is called a pun.
Have the pupils listen as you read some puns to them.
Let them identify the word in the joke which has more
than one meaning.
Ask the pupils to give the word in the joke that has
more than one meaning. Let them explain what makes
the joke funny and the meaning of the puns used. Have
the pupils form small groups and have them share
their jokes with their respective groups. Ask them to
use puns and see how well their groupmates can get
the meanings of the words used. Remind the pupils to
avoid toilet humor.
Instruct the pupils to listen to a joke in their Language CD-ROM.
76
Listening to Note the Punch Line in a Joke
Before taking up this lesson, collect some jokes.
The Readers’ Digest is a good source of “clean” jokes.
Ask the pupils to listen as you read to them some
jokes. Have them note the following as they listen to
the jokes.
1. Who is cracking the joke?
2. To whom is the joke addressed?
3. Where/ What is the punch line in each joke?
Explain the Meaning of Punch Line
As soon as the pupils have answered the questions,
direct them to Exercise 2 and have them write the punch
line of two jokes inside the boxes.
4. Say It Right
Saying Interjections with Strong Emotions
Ask the pupils what they know about interjections.
Explain to the pupils that an interjection is a word that
shows strong comment or emotion. In writing, it is
always followed by an exclamation point.
Direct the pupils to the examples of interjections
on page 191. Read them to the class and let the pupils
repeat after you.
5. Write It Down
Writing About a Humorous Experience
Begin the activity by asking the pupils to recall a humorous or funny experience they have had in their life.
Have the pupils recall the details of their humorous
experience by asking them to write about it. Give the
following pointers before they write. Demonstrate the
composing process by presenting a funny experience
you yourself have had.
1. Think of how the experience made you laugh, when
and where that happened, and who were involved
in that experience.
2. Start with a beginning sentence that will give a clue
to that experience.
3. Narrate briefly the experience in 2 to 3 sentences.
4. Focus on the humorous part.
5. End your paragraph with a punch line or a funny
experience.
Have the pupils work on Exercise 3 on p. 191. Remind
them to apply the steps in the writing process.
6. Spin Off
Knowing More about a Comedian/Comedienne
Show to the class pictures of local and foreign comedians and commediennes. Ask what these personalities
do. Present film clips of performances of at least one
comedian. Have a class discussion of the humor in the
performance.
Ask the pupils to think of their favorite comedian
or comedienne. Instruct them to do a research about
him or her and find out how he or she makes people
laugh. They can also mention his or her usual topic,
way of delivering, or the punch line he or she usually
uses. Have them share their findings with their friends
and classmates.
7. Lesson Checkup
pp.192-193.
Answers:
A. 1. ✓
3. ✓
5. ✓
7. ✩
9. ✩
2. ✩ 4. ✩ 6. ✓
8. ✩
10. ✩
77
B. 1. surely
2. really
3. hardly
4. hardly
5. really
C. 1. C
2. While we patiently waited for him.
We released the chicken in the yard.
3. C
4. C
5. “There!” My brother exclaimed.
“That surely proves that it is a rooster.”
D. easily
helplessly
mightily
tightly
gently
happily
beautifully
cheerfully
strongly
One morning
C. Subject Matter
Grammar Point: Comparing Adverbs
Listening (Tune In): Observing Juncture in Speaking
Listening to Note Details in a Sportscast
Speaking (Say It Right): Sounding off tio, ssio, ch, su, sio
and cio
Writing (Write It Down): Writing a Sports News
Content Area (Spin Off): Choosing a Sports Activity
1. compare adverbs;
2. observe juncture in speaking;
3. listening to note details in a sportscast;
4. sound off tio, ssio, ch, su, sio and cio;
5. write a sports news;
6. choose a sports activity.
1. The pupils correspond to the discrete-point exercises
and the end-of-lesson test in the work text, in the Language CD-ROM, and in the suggested Web link.
listening activities.Take note of the production of the
sounds of tio, ssio, ch, su, sio and cio in words and the
observance of juncture when the pupils speak.
3. Assess the pupils as they perform the writing activities.
grammatical skills.
4. Assess the pupils’ interest in varied sports activities as
they write a composition about their favorite sports
activity.
Across Borders Through Language 6, 2nd edition, pages
194-201
Language CD-ROM
E. Learning Activites
1. Lesson Opener
Introduce the lesson to the class by having them
watch video clips of different kinds of sports events. Ask
E. Answers vary.
LESSON
5
Cheers to Life
78
them if they have watched actual sports events. Have
them form small groups and ask them to share their
observations on how the commentator reported about
the sports event. Call on some volunteers to share their
obsevations with the class.
Ask the pupils to read the text on page 194. Then
have them form groups of five and in their respective
groups, discuss the details of the sportscast. Tell them
to ask someone in the group to read the text as if he
were a real sportscaster. Have the pupils answer the
questions that follow.
2. Grammar Point
Comparing Adverbs
Have the pupils go over the sentences lifted from
the sportscast on p. 195. Direct their attention to the
italicized words such as: fast, faster, and fastest. Ask the
pupils what they noticed about the words. Let them
identify the verbs being compared. Remind them that
in the previous lessons, they learned about adjectives
and their degrees of comparison. Point out that adverbs
are also used in describing and that, like adjectives, they
also have degrees of comparison.
Direct the pupils’ attention to the chart on page 195
which contains the rules in comparing adverbs. Discuss
the degrees of comparison of adverbs by giving more
examples. Have the class explain the rules in forming
the comparative and superlative degrees of regular and
irregular adverbs.
Proceed to the generalization in the Remember box.
Tell the pupils to run their Language CD-ROM for an
interactive exercise on comparing adverbs. More exercises may also be found at i-learn.vibalpublishing.com.
Have the pupils work on Exercise 1 on pages 196-197.
Answers:
A. 1. faster
2. more highly
3. best
4. effectively
5. more efficiently
B. (copy the paragraph and matrix from the textbook)
C. Answer vary.
3.
Tune In
Observing Juncture in Speaking
Have the pupils read the explanatory text on page
197.
Explain the meaning and importance of juncture.
Have them tell what happens to the message or information when juncture is violated. Point out that observing
the junctures in speaking will facilitate meaning-getting.
The pause or break in speaking to separate words or
ideas helps one to hear the difference between word
groups and understand the sentence meaning. Junctures
or pauses when not properly observed may cause inaccurate information or intended meaning.
Have the pupils listen as you read the sentences
on page 197. Ask the pupils what the intended meaning of each sentence is. Ask what made the first set of
sentences awkward.
Ask the pupils to give their own examples of similar
situations and share them with their classmates.
Listening to Note Details in a Sportscast
Have the pupils recall the newscast they listened
to in an earlier lesson. Ask them if they noticed the
intense feelings expressed in the interjections and in
79
the exclamatory sentences. Let the pupils share their
reactions and comments on the newscast.
Present the next activity by asking the pupils to
listen to a taped sportscast done by a professional sportsanchor person. Instruct them that as they listen, they
note how the event is brought to their attention, that
is, as if they are actually watching the event. Tell them
to keep the following questions in mind as they listen
to the sportscast:
1. What is the game being reported?
2. Who are the players?
3. What specific sports terms or vocabulary are used?
4. In which part of the report did the sportscaster
deliver the observations with strong feelings?
5. What makes a sportscast interesting to listen to?
Ask the pupils to form groups and share their answers with their respective groups.
4. Say It Right
Sounding off tio, ssio, ch, su, sio and cio
Read the words in the grid on p. 198, as the pupils
follow along silently. Have them note how the underlined letter/s are said. Ask them to read the words by
themselves making sure they sound off the letters tio,
ssio, ch, su, sio and cio correctly, then let them work on
5. Write It Down
Writing Sports News
Inquire from the pupils if they have read a sports
news. Have them recall the details included on the
sports news. Ask them what these details are. Say:
“When you are asked to give a summary of the sportscast
you listened to, have read or watched on TV, you are
actually doing the oral version of sports news reporting.”
Proceed by saying that this time they will be asked to
write a sports news. Give the following pointers to them:
1. Writing a sports news is just like writing any other
news where you have to bring out the details in the
lead or the opening paragraph of the news article.
2. The lead includes the 5Ws: what, who, where, when
and why.
3. The order or the sequence of the details depends
on which is to be given importance or highlight.
4. Now, think of a sports event you have just watched.
5. Jot down the details to be included: Who? What?
When? Where? Why? and How? (if possible)
6. Decide on the significance of the details and place
that detail at the beginning of the paragraph.
7. Construct sentences on those details.
8. Organize the sentences into a paragraph.
9. Remember to check the correctness of grammar,
spelling and the relevance of the sentences of the
sports event you are writing about.
10. Write the final copy of the news article.
Make arrangements for the class to watch a sports
event in school or in the community. You and the pupils jointly construct a news story. Follow the steps in
the genre-process approach. Then, have them watch
another sports event and independently write a news
story about it.
6. Spin Off
Choosing a Sports Activity
Show to the class pictures of different sports events.
Ask which of these sports they are most interested in
80
and their reason for their choices. Call on volunteers to
share their thoughts. Proceed to the next activity. Ask the
pupils to write a composition about the sport they are
interested in. Have them explain in their composition
why they think such a sport is meant for them. They
may also add how the rudiments of the game appeal to
them. Have them report this orally in class.
7. Lesson Checkup
pages 200-201.
Answers:
A. 1. C
6. harder
2. the loudest
7. C
3. C
8. the most gracefully
4. higher
9. more enthusiastically
5. fast
10. more rigorously
B. 1.
2.
3.
4.
5.
the most efficiently
the most fluently
more competitively
more productively
effectively
6.
7.
8.
9.
10.
best
hard
fast
well
faster
C.
Positive
1. skilfully
2. well
3. accurately
4. hard
5. industriously
6. hopefully
7. cheerfully
Comparative
more skilfully
better
more accurately
harder
more industriously
more hopefully
more cheerfully
Superlative
most skilfully
best
most accurately
hardest
most industriously
most hopefully
most cheerfully
8. deliciously
9. respectfully
10. intelligently
more deliciously
more respectfully
more intelligently
most deliciously
most respectfully
most intelligently
D. Answer vary.
LESSON
6
Learning to Learn
1. use prepositions and prepositional phrases;
2. use prepositional phrases as adjectives and adverbs;
3. observe correct phrasing in poetry;
4. listen to appreciate humor in a poem;
5. write a reading report;
6. make a collection of stories the pupils like best.
202-215
Language CD-ROM
C. Subject Matter
Grammar Point: Using Prepositions and Prepositional
Phrases
Using Prepositional Phrases as Adjectives
and Adverbs
Listening (Tune In): Observing Correct Phrasing in Poetry
Listening to Appreciate the Humor in
a Poem
Speaking (Say It Right): Recognizing Homographs
Writing (Write It Down): Writing a Reading Report
Content Area (Spin Off): Stories You Like Best
81
1. The pupils correspond to the discrete point exercises and
the end-of-lesson test in the work text, in the Language
listening activities. Note how the pupils observe phrasing in poetry and where to put the proper stress in nouns
and in verbs.
3. Assess the pupils as they perform the writing activities.
Take note of their use of writing mechanics, grammatical
skills, content and organization, vocabulary and logic of
the presentation.
4. Assess the pupils’ skill in using technology.
E. Learning Plan
1. Lesson Opener
Introduce the lesson to the pupils by asking them if
they are fond of reading comic strips. You may also ask
them who their favorite comic strip characters are and
why they like those characters.
Draw the pupils’ attention to p. 202 and instruct
them to read the comic strip silently.
Have the pupils answer the questions that follow.
2. Grammar Point
Using Prepositions and Prepositional Phrases
Have the pupils study the italicized words taken
from the comic strip. Ask what their functions in the
sentences are. Have the pupils read the explanatory
notes on page 203. Have a discussion on prepositions
and prepositional phrases, the commonly-misused
prepositions, and how they should be used correctly in
sentences.
Note that prepositions show relationships in time
and space, and relationships between ideas. A preposition in a prepositional phrase is always followed by a
noun, a pronoun, or another word that can replace a
noun (gerund).
Direct the pupils to the generalization in the
Remember box on p. 204. For more practice on recognizing and using prepositions, instruct the pupils to run
their Language CD-ROM for an interactive exercise.
Then, have them work Exercise 1 on pages 204-205.
Have them explain their answers
Answers:
A. 1. to
5. in
9. Above
2. In
6. across
10. toward
3. among
7. Above
11. below
4. from
8. At
12. around
B. 1. into the future
2. to outer space
3. around other planets; for research
4. to the moon
5. on the surface
6. betwen the earth and the moon
7. of our atmosphere
8. toward those planets
9. before the century
10. of human beings
11. in the world; of contribution; to our way of life
12. to our way of life
13. for his convenience
14. above all these inventions
82
C. into space – direction
away from earth – direction
of satellites and probes – situation/logical relationships
into space – direction
on the moon – position
of the rocket – situation/logical relationships
on their computers – position
of these rockets – situation/logical relationships
of it – situation/logical relationships
with three astronauts – situation/logical relationships
to earth – direction
Using Prepositional Phrases as Adjectives and Adverbs
Have the pupils read the model sentences about
prepositional phrases. Let them note and identify their
use or function in the sentence. Point out that prepositional phrases are used as modifiers in the same way
as adjectives and adverbs. When they modify nouns or
pronouns, the prepositional phrases act as adjectives.
Note that when a prepositional phrase is used as an
adjective, it is placed directly after the word it modifies.
When it is used as an adverb, it is placed at the beginning or at the end of the clause it is in.
Have a class discussion on the response to each item.
Answers:
1. Adjective
2. Adverb
6. Adverb
7. Adverb
11. Adjective
12. Adverb
3. Adverb
4. Adjective
5. Adverb
8. Adverb
9. Adverb
10. Adverb
13. Adverb
14. Adverb
15. Adverb
Note that the prepositional phrases used as adverbs
tell place, position, manner, time, direction.
3. Tune In
Observing Correct Phrasing in Poetry
Explain to the class the correct phrasing in reading
lines of poetry. Have them observe the location of the
slant lines in the poem A Thing of Beauty by John Keats.
Read the poem to the pupils and have them note
how you divided the lines of the poem in slant lines.
Point out that each segment represents a thought unit.
Have the pupils read the poem pausing at the end of
each thought unit. Point out that the pause is not always
at the end of a line.
Ask the pupils to get a partner and read the poem
to each other. Have them evaluate each other’s reading
whether correct phrasing was observed or not. You may
take up the poem later for appreciation puposes.
Listening to Appreciate Humor in a Poem
Read another poem to the pupils. Have them listen
to it and note down as many words or phrases that provide humor in the poem. Ask them to answer the questions on Exercise 5. Let them use the scale in the box.
4. Say It Right
Differentiating the Stress in Nouns and Verbs
Direct the pupils to the pair of sentences on page
208. Read the sentences aloud. Tell the pupils to note
83
especially the way you say the italicized words. Ask what
differences and similarities they noticed. Point out that
the pairs of words are homographs—words with the same
spelling but different in pronounciation. The difference
in pronunciation is reflected in the stress.
Have the pupils study the functions of the italicized
words in the sentences. Lead them to notice that in the
first sentence, the italicized word is used as a verb, while
in second sentence, it is used as a noun.
Point out that the words used as nouns carry the
primary stress on the first syllable, while those used as
verbs carry the primary stress on the second syllable.
Have the pupils study the chart on page 209. Ask
them to pronounce the words distinctly guided by the
stress mark.
5. Write It Down
Writing a Reading Report
Explain to the class what a reading report is and how
it is done. Point out that a book report is a written summary of a story read. Its summary includes the setting
or where the story happened, the important characters
in the story and the plot of the story showing the succession of events.
Point out that the report also include the theme of
the story which is the truth about life that the author
wants to convey to his or her readers. The value or moral
learned from the story and their comments on the story
may also be included using two or more sentences.
Have the pupils look at the sample format of a
book report on page 210. It would also be a good idea
to show a sample reading report before they work on
6. Spin Off
Stories You Like Best
Ask the pupils to make a collection of reports on
stories they like best. Instruct them to place their work
in an album or portfolio. For those who are good in
computers, they may put some of the summaries in
CDs. Encourage them to share their work with their
friends and classmates.
7. Lesson Checkup
Have the pupils work on the end-of-lesson check
up tests on page 211.
Answers:
A. 1. Besides
5. beside
9. Between
2. on
6. on
10. in
3. between
7. into
4. among
8. onto
B. 1. With the success; of space flights
2. through rigid training
for many years
3. in great detail
4. in space
5. in the realization
of their dreams
6. As an astronaut
7. to the space station
8. in space
9. for what or she does
10. in an endeavor
C. Answers vary.
84
Take up this activity using the genre-process approach in writing.
A. Preparation
Prepare the pupils for this activity by telling
them that all the things that happen, from the simplest to the most complex, depict the cause-effect
relationship. This relationship will help people understand events from a better point of view.
Inform the class that they are about to write a
cause and effect composition. Explain to them that
this is a kind of expository writing that explains why
something happens.
B. Modelling and Reinforcing
Present to the class a cause-effect composition.
Have a class discussion of the text structure.
C. Planning
Have a class discussion on the topic that the
class can write about. Point out that many Science
topics discuss cause-effect relationships. The pupils may select one Science topic for a cause-effect
composition.
D. Joint Construction
In this step, you and the pupils jointly write a
cause-effect composition. The pupils contribute
sentences and ideas. Carry out the steps in the writing process. Demonstrate how each step is carried
out. You may direct the pupils to the discussion on
pages 212-213. The final draft may be used by the
pupils as a model when they write their compositions individually.
E. Independent Constructing
Have the pupils write their own cause-effect
compositions. Have them read pages 212-213 again
to guide then, when they write independently. The
composition may be started in class and continued
as a homework assignment.
Give a clear explanation of how one or more
events or situations led to or resulted in another
event or situation.
Present facts and details to support the explantions. Refer to different resource materials such as
encyclopedias, reference books, newspapers, magazines, and the Net. Interviews to resource persons
may also be done.
F. Drafting
Review all the information gathered and identify
the causes and the effects.
Organize the information using an outline. List
down the causes and the effects and the supporting
details.
G. Revising and Editing
In this step, the pupils review the whole text.
They go over the composition and consider the following questions:
1. Are the sentences related to one another?
2. Are the sentences well-formed?
3. Is the use of words appropriate?
4. Are the conventions of writing well-observed?
Tell them to make sure all the effects appear
after the corresponding causes.
H. Sharing and Publishing
In this step, the pupils do self- and peer- editing.
85
Tell them to how their paper to their classmates,
and have it peer-checked, and then they write the
final paper.
Have the pupils post their composition on the
class bulletin board, so other people can read it. This
is one way of improving the content, organization,
grammar, vocabulary, mechanics, and logic of the
presentation.
I. Reflecting on the Paper
Direct the pupils to the questions on page 213
to help them reflect on their papers.
What did you learn about the subject from writing a cause-effect composition?
What else would you have liked to learn?
If you were to write another cause-effect composition, what process would you follow?
How can you apply what you have learned to
other writing assignments?
What did you like best about this kind of writing? What did you like least? Why?
9. Unit Test
The answers to the Unit Test are as follows:
Adjective
Words Modified
A. 1. large, brown
cow
2. dusty, brown, priceless
desk
3. Seven, green,
caterpillars
big
leaf
4. new, blue
5. morning,
interesting, sports
6. sleek, black,
latest
7. busy, little
8. antique, blue
9. heavy, red
10. big, new,
old
shirt
newspaper
Story
car
model
ant
China
bricks
mural
painting
B. (11-20) Answers Vary.
C. 21. Largest
22. better
23. higher
24. cooler
25. safest
26.
27.
28.
29.
30.
creepiest
C
warmer
hardest
oldest
D. 31. Adverbial Phrase – in the development of local
natural fiber
32. Adjective Phrase – on processing the fiber
33. Adjective Phrase – into a more durable and
inexpensive
34. Adverbial Phrase – for now
35. Adjective Phrase – of her creations
E. Encircle the following words: until, in, of, from, on,
through, to, within, with
86
UNIT
IV THE WORLD AROUND US
2.
I. Desired Results
Acquire grade level knowledge of the language and
its conventions in a variety of forms for a variety of purposes and audiences in many contexts to achieve active
formulation, discovery, and organized thought ordering
and meaning-making process
3.
Acquire grade level knowledge and proficiency of
specialized vocabulary and text features, respond to
and make connections to works of literature, exhibit
awareness of audience and purpose through listening
and speaking activities, and communicate complex ideas
with awareness of purpose and audience
4.
1.
The functionality of language is utilized when
people communicate,
learn, accomplish tasks,
make connections with
others, and make sense
of experience.
Essential Questions
1.
2.
How is the functionality
of language utilized by
people?
Why is it important to
learn how to use the
English language, its different forms and conventions?
The most common and
acceptable forms of
English is used to ensure
effective communication, comprehend and
construct texts, form
engagement in meaningful literacy activities,
and develop positive
and desirable attitudes
towards self and others.
Exposure to a wide variety of authentic texts develops proficiency in and
provides pleasure from
the act of reading which
offers incomparable
experiences of shared
wisdom, understanding
and beauty.
Language use is a
creative process. Pupils
use whatever knowledge
they have of a language
system to express their
meaning in a variety of
ways.
Knowledge
Pupils will know…
1. the kinds of sentences
according to structure
and function;
2. the parts of a sentence
and their uses;
3.
4.
5.
Why is the knowledge
of sentences, its kinds,
structure, and patterns
essential in effective
communication in written and oral forms?
What makes reading,
writing, speaking, and
listening interconnected
with one another?
What makes the use
of language a creative
process?
Skills
1. identify and form
sentences according to
structure;
2. locate and identify the
parts of a sentence;
87
3.
4.
5.
6.
7.
8.
noun clauses and
adjective clauses and
their functional uses in
sentences;
functions and differences
between essential and
non-essential clauses;
transitional expressions
and the relationship they
indicate;
the rising and falling
intonations in tag questions;
representation and pronunciation of the [p] and
[f ] sounds, [ae] and [a]
sounds, [ft], [nt], [rt], and
[st] sounds;
components and parts of
personal account, a mini
script, an advertisement,
and an opinion letter.
3.
4.
5
6.
7.
8.
differentiate between
noun clauses and adjective clauses;
distinguish between essential and non-essential
clauses;
use transitional expressions and identify their
relationships;
read sentences with tag
questions;
produce the sounds of
vowels and consonant
letters; and
write a variety of expressive texts for specific
purpose and audience.
3. In the entire course of the unit, the pupils engage in
varied writing activities, use the writing process and use
appropriate strategies to write a variety of expressive
texts and expository pieces.
4. The pupils locate varied information from various
sources for the purpose of presenting new information, arguing or contradicting previous information or
supplementing information given in the text.
grammar points, the pupils answer the items in the
exercises correctly.
2. Given a set of words, phrases, and sentences the pupils
read, produce, and identify the correct sounds of vowels
and consonants, intonation, phrasing and stress
3. Given an objective type unit test, the pupils answer
performance.
C. Rubrics
1. After reading and listening to varied authentic texts,
in print, delivered live or electronically, the pupils
demonstrate comprehension by answering questions,
understanding text features, and relating their personal
experiences to extend and enrich their learning
2. In the entire course of the unit, the pupils participate
in varied speaking and listening activities, demonstrate
correct pronunciation, intonation patterns, enunciation,
and phrasing of words
4 - Proficient
2 - Above novice
1 - Novice
88
3
2
1
sentences
2
1
Gives limited oral presentation in simple “shareand-tell” activities
Gives a very limited oral presentation in simple
4. Listening
at all times
5. Writing
activities
89
6. Vocabulary
significant errors
time
complete sentences
complete sentences
2
1
Content
30-27
26-22
21-17
16-13
–
–
–
–
90
Good to Average
Fair to Poor
Very Poor
Organization
9-7 –Very Poor
Vocabulary
9-7 –Very Poor
Language Use
9-7 –Very Poor
Mechanics
5 –Excellent to Very Good
4 –Good to Average
3 –Fair to Poor
2 –Very Poor
III. Learning Plan
of theme-related texts and, from this, the pupils acquire
and demonstrate linguistic, socio-linguistic, strategic,
and discourse competencies.
2. Grammar forms and structures and vocabularies treated
in the earlier grades are reviewed and new forms and
structures are presented. Generalizations are generally
arrived at inductively.
4. The pupils learn the correct pronunciation of letters
and words through the oral reading of varied types of
texts and the retelling of texts listened to.
5. The pupils learn to read words, phrases, and sentences
with correct intonation patterns, stress, expression, and
enunciation.
6. The pupils read informative texts related to various
content areas and apply appropriate listening, speaking,
been acquired.
7. The pupils write various genres of compositions in which
they apply the steps in the process approach to writing.
8. The pupils engage in interactive electronically aided
grammar, auditory discrimination, and auditory comprehension activities.
Across Borders Through Language 6, 2nd Edition
Language CD-ROM
91
IV. Lesson Guides
LESSON
1
Writing: (Write It Down): Writing One’s Personal Account
Content Area (Spin Off): Saving Our Seas
Saving the Deep
pupils are expected to be able to do the following:
1. identify the kinds of sentences according to structure;
2. name the parts of a sentence;
3. use coordinating conjunctions to join independent
clauses;
4. distinguish the rising and falling intonation in tag questions;
5. listen to given instructions;
6. read sentences with tag questions observing correct use
of rising and falling intonation;
7. write one’s personal account; and
8. make a research using correct reference materials.
216-231
Language CD-ROM
C. Subject Matter
Grammar Point: Kinds of Sentences According to Structure
Listening (Tune In): Distinguishing the Rising and Falling
Intonation in Tag Questions
Listening to Instructions
Speaking (Say It Right): Saying Tag Questions with Correct
Intonation
Read the following assessment strategies carefully.
Apply the appropriate assessment as the lesson progresses.
Use the appropriate rubrics presented in the unit plan.
2. Assess the pupils as they form correct sentences according to structure
reading activities. Take note of the pupils’ intonation as
they read sentences with tag questions
4. Assess the pupils as they engage in the writing activity
like Writing One’s Personal Account. Take note of their
use of writing mechanics and their grammatical skills.
5. Assess the pupils in applying the lessons learned in
grammar point and the writing process as they engage
in the Spin Off activity.
1. Lesson Opener
Have the class “hooked” to the unit by asking them
to look closely at the pictures found in the unit opener.
Instruct them to read the short verse and have them
relate it to the pictures. Have the pupils form small
groups and share their responses with their group mates.
Activate the pupils’ prior knowledge by asking
them to form groups of five and have them fill out a KWL
chart about oceans. Follow the sample chart below.
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What I Know
ABOUT OCEANS
What I Want To
Know
What I Have
Learned
Instruct the pupils to discuss with their groups what
they know and what they would like to know about the
ocean. Tell them to fill in the first two columns only.
Afterwards have them read the selection “Big Fish Talks
About the Ocean” on pages 217-219 and fill in the third
column together with their group mates.
You may also ask the pupils to include the values
implied or learned from the article specially on being
good stewards of nature. Have the groups present their
charts to the whole class. Have the pupils also evaluate
their participation in the group activity.
2. Grammar Point
Kinds of Sentences According to Structure
Begin the grammar lesson by reviewing the kinds of
sentences according to function (declarative, interrogative, imperative, and exclamatory) and according to word
order (statement, question, command and exclamatory).
Direct the pupils to the sentences presented on page
220. Have them differentiate an independent clause
from a dependent clause. Note that an independent
clause can be punctuated as a separate sentence. They
may be long or short. Each independent or main clause
has one subject-verb combination in it. A dependent
clause (also called subordinate clause) cannot be punctuated as complete sentences are. A dependent clause
must be attached to an independent clause. More than
one dependent clause can be attached to the same in-
dependent clause. These may come in the middle of an
independent clause. Ask the pupils to read the sentences
and point out the independent and dependent clauses
in each sentence.
Have a class discussion of simple, compound, complex, and compound-complex sentences. Take up Exercise 1 and Exercise 2B. Have the pupils give examples
of simple, compound, complex, and compound-complex
sentences. You may direct them to the text on pages
217-219 and have them tell what kind of sentence each
sentence in the text is.
Discuss the seven coordinating conjunctions that
join independent clauses. Use them in sentences and
ask the pupils to identify the clauses that are joined
by the conjunctions. Have the pupils give their own
examples, too.
Lead the class to the generalization in the Remember
box on page 221.
Ask the pupils to go over the model sentence on page
222. Let them locate the clauses found in the sentence.
Have them identify the clauses that make up a complex
sentence. Let them read also the subordinating conjunctions used to join complex sentences.
Do the same for compound-complex sentence.
Provide more examples for the pupils to understand the
lessons better. If everything has been clarified, direct the
pupils’ attention to the generalization about the kinds
of sentences according to structure in the Remember
box on p.223.
For more practice, tell the pupils to run their Language CD-ROM for an interactive exercise on the kinds
of sentences according to structure. More exercises may
also be found at i-learn.vibalpublishing.com. Have the
pupils work on Exercise 3 on pages 225-226.
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Answers:
A. 1. The food web is a complex system that exist in
a delicate balance.
2. Whales eat seacows and sealions, but salmons
enjoy small fish.
3. Crabs are experts at disguise although their
disguise is no match for crab eaters.
4. Most seamounts are found in the Pacific Ocean
and the largest seamount is in the island of
Hawaii.
5. The brown trout is a freshwater fish that stays in
the ocean for most of its life, although the sea
trout it does return to freshwater to reproduce.
B. Answers vary.
C. Answers vary.
3. Tune In
Distinguishing the Rising and Falling Intonation in Tag
Questions
Have the pupils recall how sentences answerable by
yes or no are read. Connect it with the present lesson by
asking them to listen closely and carefully as you read
the model sentences. Explain what a tag question is.
Point out that a tag question is made up of a statement
and a question is made up of a statement and a question
tag. Ask the pupils to identify the statements and the
question tags in the sentence exemplars.
Tell the pupils to listen as you read the sentence exemplars. Tell them to pay attention to the intonation of
the tag question that follows the statements. Have them
tell whether the intonation used in saying the question
tag is the rising or the falling intonation.
Note that the major functions of tag questions are
to indicate difference, seek agreement, invite confirmation, express doubt, and express opinion. Furthermor
e, the speaker’s intonation indicates how strong his or
her presupposition is that the assumption (in the statement) will be confirmed by the listener. If the speaker
uses the rising-falling intonation in the question tag, the
presupposition of confirmation is strong. If the rising
intonation is used, the presupposition of confirmation
is weak.
Have the class practice reading more sentences with
tag questions. Make sure they observe correct intonation
in reading the statements. Instruct the pupils to run
their Language CD-ROM for more practice on recognizing the intonation of tag questions and the meaning
conveyed by the instruction.
Before taking up this activity, be ready with the
instructions for a simple science experiment. The set
of instructions will be your listening text for the listening lesson.
Listening to Instructions
Ask the pupils if they know how to listen to instructions. Have them tell the importance of listening to
instructions. Tell them that listening to instructions is
as important as following them. When you listen very
well to instructions, you are more likely to accomplish
what was asked of you. Listening should be coupled with
understanding so that you will do your tasks well. Have
the pupils synthesize the importance of listening and
ask them to proceed to Exercise 5 on p.227. Explain the
instructions for working on the listening task.
Answers:
Answers vary.
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4. Say It Right
Saying Tag Questions with Correct Intonation
Have the pupils practice saying the sentences using the rising intonation, i.e., 233 and the rising-falling
intonations, that is, 231.
For additional practice ask the pupils to form dyads
and simulate a telephone conversation. Remind them
to use tag questions in their conversation.
Call on volunteers to present their conversations to
the whole class.
5. Write It Down
Writing Ones Personal Account
Begin the activity by asking the pupils if they have
ever written an account of an unforgettable experience.
Have them talk about this with a partner. Then say:
“When you do this, you are writing a personal account.
It can also be done by writing about it in a journal,
notebook, or diary. Give the following pointers to be
answered in writing personal accounts.
• What is the event?
• Who were involved?
• Where did it happen?
Have the pupils complete the details of the account
and write the complete account in their notebooks,
journals, or diaries. Remind them to use a variety of
sentences in their accounts.
6. Spin Off
Saving Our Seas
Have the pupils read the selection in the present
state of our seas. Have them share what they see in the
rivers, streams,seas, and other water forms in or near
their communities around. Ask them to share their observations in class. Direct them to the different groups
and organizations that are dedicated to saving the oceans
from the harmful practices of humans.
Divide the class into several groups. Have the groups
work on Exercise 7. They do research and discuss what
organization such as Greenpeace is doing to save our
seas. Have a group find what some organizations such
as Bantay Dagat are doing.
Answers:
Answers vary.
Let the groups report ithe results of their research
and discussions. Have them evaluate their participation
in the group activity.
7. Lesson Checkup
Have the pupils work on the end-of-the-lesson test.
Use 80% as the cut off point for acceptable performance.
Answers:
A. 1. CX 5. CX 9. S
13. CC 17. CX
2. S
6. S
10. C
14. C
18. CC
3. CC 7. CC 11. CX 15. S
19. CX
4. S
8. C 12. CX 16. S
20. C
B. Answers vary.
LESSON
2
Most Revealing Noise
pupils are expected to be able to do the following.
1. define a noun clause and identify its function in a sentence;
2. listen to note message in a poem;
3. distinguish the sounds of [p] and [f];
4. produce the sounds of [p] and [f];
5. write a mini-script; and
6. write a one paragraph description of a volcano.
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232-241
Language CD-ROM
C. Subject Matter
Grammar Point: Noun Clauses
Listening (Tune In): Listening to Note the Message in a Poem
Distinguishing Between the [p] and [f]
Sounds
Speaking (Say It Right): Pronouncing [p] and [f] in Words
and Phrases
Writing (Write It Down): Writing a Mini Script
Content Area (Spin Off): Volcanoes of the Philippines
end-of lesson test in the work text, in the Language
2. Assess the pupils as they form correct sentences using
noun clauses correctly.
reading activities. Take note of the pupils’ production
of the [p] and [f] sounds in words
4. Assess the pupils as they engage in the listening activities, making sure they observe analytical and evaluative
listening.
5. Assess the pupils as they engage in writing a mini script.
grammatical skills.
1. Lesson Opener
Show the pupils pictures, slides, or a PowerPoint
presentation of an erupting volcano. Have them recall an
experience related to this. Ask the following questions:
• What comes to your mind when you hear news of
a volcanic eruption?
• What do you know about it?
• What sound is produced by an erupting volcano?
Direct the pupils to the informative text “The Volcano’s Sound” on pages 232-233. Ask them to read it
silently first. Then call on several volunteers to read the
selection orally. Have the pupils answer the questions
that follow.
2. Grammar Point
Identifying the Functions of Noun Clauses in Sentences
Conduct a review of the following grammar points:
subject, predicate, sentence, clause, dependent clause,
and independent clause. Then, ask the class to study the
sentence exemplars on page 234 and have them identify
the subject of each sentence.
Explain the difference between the subjects in Sentences 1 and 2. Point out that the subject in the second
sentence is a group of words that have a subject and a
predicate. Identify the subject and the predicate in the
clause, particularly a noun clause. Explain to the pupils
that a noun clause is a dependent clause used as a noun
phrase. Inform the class that several nouns are used in
several ways in sentences.
Have the pupils note how the underlined nouns
function in the sentences on page 234, that is, as subject, direct object, indirect object, object of the preposition, and predicate noun or subject complement. Ask
96
them to study closely the sentences on page 235 and
explain the function of the noun clauses used in the
sentences. Review the following grammar points: direct
object, indirect object, predicate noun/subject noun.
Direct the class to the generalization in Remember box
on page 236. Provide more examples: You may take up
Exercise 1 on pages 236-239. Analyze each sentence
jointly with the pupils. Remind them that in writing,
noun clauses allow the writer to explain things that
may not be explained by one noun alone. Using noun
clauses give variety to ones writing.
Tell the pupils to run their Language CD-ROM for
an interactive exercise on noun clauses. Inform them
that more exercises may also be found at i-learn.vibalpublishing.com.
The answers to Exercise 1 are as follows:
Answers:
A. 1. S
2. DO 3. DO 4. DO
5. OP
B. 1. when Mt. Vesuvius in Pompeii erupted in the
year 49 A.D.– PN
2. how the volcano erupted from miles away – DO
3. what he saw – OP
4. what can only be described as a terrific speed –
OP
5. buried the nearby town of Herculaneum under
75 feet of molten hot ash and the town of Pompeii under 10 feet of ash.
6. whoever was still left in Herculaneum and Pompeii – S
7. whichever scientists were there a preserved
snapshot of life and culture in the first century
– DO
8. what they learned during the excavation - S
C. Answers vary.
3. Tune In
Listening to Note the Message in a Poem
Ask the pupils their personal ideas on how a person
copes with difficult times and how he or she views things
and events around them. Instruct them to listen as you
read a short poem to them. Instruct them that as they
listen have them note the following:
• What incident is talked about in the poem?
• What is the prevailing mood or tone in the poem?
• What is the message of the poem?
Read the following poem to the class.
The Land of Counterpane
Robert Louis Stevenson
When I was sick and lay a-bed,
I had two pillows at my head,
And all my toys beside me lay
To keep me happy all the day.
And sometimes for an hour or so,
I watched my leaden soldiers go,
With different uniforms and drills,
Among the bed-colthes, through the hills;
And sometimes sent my ships in fleets
All up and down among the sheets;
Or brought my trees and houses out,
And planted cries all about.
I was the giant great and still
That sits upon the pillow-hill
And sees before him, dale and plain,
The pleasant land of counterpane.
Have a class discussion of the answers to the questions above. If everything is clear to the pupils refer
them to Exercise 2 on p.238.
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Distinguishing Between the [p] and [f] Sounds
Conduct an auditory discrimination exercise on
the sounds [p] and [f]. Use the words in the chart as
your stimuli. Have the pupils note [p] is a plosive sound
which means that air is stopped at some point, and then
released suddenly. The [p] sound is produced by pressing the lips together to stop the air, and the opening the
lips to release the air.
On the other hand, the [f] sound is fricative which
means that the friction sound is produced. To produce
the [f] sound, the upper teeth are placed on top of the
lower lip, and air is blown through to create the friction
sound. [p] is described as the voiceless bilabial stop; [f]
is described as the voiceless lubridental fricative.
Tell the pupils to listen as you say some words. They
write [p] if the word begins with [p] and [f] if it begins
with [f]. List down the words you will use in the quiz
4. Say It Right
Pronouncing [p] and [f] in Words and Phrases
After the pupils have distinguished the [p] and [f]
sounds, let them practice pronouncing words with those
sounds. Let them read the words in the box on page 239
and the sentences in Exercise 4.
Note that the sound [f] is critical for Filipino learners of English as it is often produced as [p].
5. Write It Down
Writing a Mini Script
240. Ask them what they know about scripts. Tell them
that they can write a script for a play by using an exising story. They identify the lives of the narrator and of
the characters. They write these down following the
format of a play. Have them look at plays included in
available books.
Have the pupils select a story which they can rewrite
into a play.
Have the pupils present their scripts as a dramatic
presentation in a Readers’ Theater.
6. Spin Off
Volcanoes of the Philippines
Present the activity through a brainstorming process. Ask the pupils to name some volcanoes found in
the Philippines and have them share what they know
about it.
Instruct the class to form groups of five and each
group chooses one Philippine volcano. They do research
on the volcano they have chosen and write a composition describing it.
Ask the class to put the compositions together in
a booklet which they would entitle “Volcanoes of the
Philippines”. The booklet may be displayed in the class
mini-library or English bulletin board.
7. Lesson Checkup
Answers:
A. 1. DO – that the banaba was useful as a cure for
diabetes, ulcers, sores in the mouth, diarrhea,
jaundice, and edema.
2. S – why the banaba can cure diseases
3. OP – whatever disease they had
4. DO – that it was cheaper to plant trees than
to spend on traditional efforts to fight against
pollution
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5. IO – whoever cares enough for the environment
strong action and advocacy
6. DO – that the urban tree canopy removed tons
of pollution frm the air
7. PN – why trees must be preserved in the cities
8. S – whether city officials will keep trees in the
streets or not
9. PN – what inspires many people
10. OP – whatever way we can
B. Answers vary.
C. Answers vary.
LESSON
3
Exploring Our Nation’s Pride
1. identify the function of adjective clauses in sentences;
2. distinguish between the [ae] and [a] sounds;
3. listen to an advertisement;
4. pronounce the [ae] and [a] sounds in words and phrases;
5. write an advertisement; and
6. research about the Tubbataha Reef.
242-249
Language CD-ROM
C. Subject Matter
Grammar Point: Adjective Clauses
Listening (Tune In): Distinguishing Between the [ae] and
[a] Sounds
Listening to an Advertisement
Speaking (Say It Right): Pronouncing [ae] and [a] in Words
and Phrases
Writing (Write It Down): Writing an Advertisement
Content Area (Spin Off): The Tubbataha Reef
2. Assess the pupils as they identify and use adjective
clauses correctly.
3 Assess the pupils as they take part in the speaking and
reading activities. Take note of the pupils’ production
of the [ae] and [a] sounds in words and phrases
4. Assess the pupils as they engage in the listening activities, making sure they observe analytical and evaluative
listening.
5. Assess the pupils as they engage in writing an advertisement. Take note of their use of writing mechanics and
their grammatical skills.
1. Lesson Opener
You may introduce the lesson by presenting real
travel brochures to the class. Ask the class if they know
what information is presented in a travel brochure.
Discuss with the class the contents of a travel brochure. Then, have the class read the sample brochure
on page 242.
After reading the brochure, have the class answer
the following questions about the travel brochure.
99
•
Were you able to imagine the place and the experiences you might have there?
• Would you visit that place?
• Which of the things described in the brochure would
you like to experience?
• How can you share travel or vacation experiences
in a vivid way?
Have the pupils discuss the answers to the questions
through the Think Pair Share Activity, wherein they pair
off with their seatmates and talk about the answers to
the questions. After the pair interaction, have them form
groups with another pair and let them share the things
that they have talked about.
2. Grammar Point
Adjective Clauses
Post on the blackboard the following sentences
which were taken from the travel brochure or have them
presented via PowerPoint presentation.
• You can start your day by watching the dawn slowly
reveal the islands exotic beauty which has the semblance of paradise.
• Visitors who live a more active lifestyle can also
engage themselves in activities like snorkeling,
kayaking, and hiking.
Ask the class if the underlined portions of the
sentence are clauses. Have them explain why they are
regarded as clauses. Give a follow up question by asking if the clauses are dependent or independent? Have
them explain their answers.
Point out that the underlined portions have subjects
and predicates, which means that they are clauses but
they cannot stand alone, therefore they are dependent
clauses.
Let the class examine the clauses again and find out
which words are being modified. Then explain that the
underlined clause, which has the semblance of paradise,
modifies the noun beauty while the clause, who live a
more active lifestyle modifies the noun visitors.
Have them note that the underlined portions are
called adjective clauses. They are dependent clauses
which modify nouns and pronouns so they are called
adjective clauses.
Direct the pupils to the chart on pp.243 -244 and
have them analyze and explain the information presented in it. Give some more examples.
Direct the class to the generalization in the Remember box on page 244. For more practice on writing adjective clauses, access the Web Link at i-learn.
Have the pupils answer Exercise 1 on page 245 and
explain their responses.
Answers:
A. 1. areas – that are troo d ry to have forests but not
dry enough to be deserts
2. are – that is home to a certain type of plant
3. area –where trees will not grow
4. those – who seek for more
5. charm – that makes it different from the rest
6. whales – which appeared in waters of Palanan
Bay
7. Fishermen – who saw the whales
8. place – where the whales were seen
B. 1. that/ which
2. who
3. that/which
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4. who
5. which/that
C. 1. The vegetables which were planted through
hydroponics are very clean.
2. The plants which were enclosed within a fine
screen are grown in soilless medium without
insecticide.
3. Orchids and ornamental plants which were
brought for landscaping and indoor use are
beautiful.
4. Substances which are found in certain plants
are now made into medicines.
5. Horticulturists who grow plants in greenhouses,
gardens, and other places.
Listening to an Advertisement
Ask the class if they had ever listened to advertisements aired on TV or on the radio. Ask them what their
favorite TV and Radio advertisements are. Have them
rank their favorite commercials in the chart similar to
the one below.
Most Favorite Advertisement
1.
2.
3.
4.
3. Tune In
Distinguishing Between the [ae] and [a] Sounds
Have the pupils listen as you pronounce the words
in the box on page 246. Tell them to tell whether the
medial vowel is [ae] or [a].
[ae]
[a]
add
aid
rack
rake
bad
bade
act
cape
galley
ached
manly
gaily
cap
mainly
Have the pupils remember that when the [ae] sound
is pronounced, the jaw is lower and the sound comes
from the middle of the mouth. When the [a] sound is
pronounced, the jaw is more closed, the mouth is wider.
Present other words to the class and have them write ae
if the word has the sound [ae] and a if has the sound /a/.
5.
Have several pupils share with their classmates the
reasons why they liked the commercials they presented
in their charts. Ask them to explain the values they
learned from the commercials. Remind them to evaluate
the advertisements they see and hear.
Have the pupils run their Language CD-ROM for
them to listen to an advertisement. Ask them to listen
very well and then to work on the interactive. Remind
them to observe critical listening. Tell the pupils to run
their Language CD-ROM again and work on Exercise
3 on page 246.
Answers:
Answers vary.
4. Say It Right
Pronouncing [ae] and [a] in Words and Phrases
Explain to the pupils that they are able to distinguish
[ae] from [a]. They will have to practice producing those
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sounds correctly. Instruct them to read the words and
phrases on page 247 and try to pronounce the vowel
sounds correctly. Have them read the phrases that have
[ae] and [a] sounds. Ask them to give their own examples
of words having the sounds [ae] and [a].
Have the class work on Exercise 4 on page 247.
5. Write It Down
Writing an Advertisement
Remind the pupils that in an earlier lesson, they
read a brochure about a scenic spot in the Philippines.
Inform the pupils that this time they will assume the
role of promoting one of their favorite scenic spots in
the Philippines. They have to note that in describing
the place, they will use descriptive words, phrases, and
clauses, particularly adjective clauses. Give the following pointers to the class:
• Introduce your ad by using a question, an exclamatory sentence, or a one line quotation. For example:
“A thing of beauty is a joy forever”.
• Cite the place and its location (preferably its geographical location).
• Give descriptions using adjectives and adjective
clauses.
• Cite reasons why the place must be visited.
• End with a clincher statement or something that
will affirm your introduction.
Divide the class into several groups. Have them
work on the task sugggested in Exercise 5 on page 248.
6. Spin Off
Writing a Descriptive Paragraph
Ask the pupils to do research on one sea creature
that lives in Tubbataha Reef. Have them draw a picture
or paste an image of the creature on a piece of bond
paper. Tell them to write one paragraph describing this
creature and its habitat. Remind them to use adjective
clauses in their sentences.
Have the pupils exchange the first draft of their
written work with their seatmates. They give comments
and notes on each other work.
Have the pupils revise their paragraphs and rewrite
them. This time, they will give it again to another
classmate and let them give comments on the content,
language use, organization, and mechanics. Have the
pupils write the final draft of their descriptive paragraph.
Have their final work posted in the class bulletin board.
7. Lesson Checkup
Have the pupils answer the end-of-the-lesson test.
Use 80% as the cut-off point for acceptable performance.
Answers:
A. The adjective clauses in the paragraph are as follows:
•
which is one of the most significant eacgles in
the world
•
which is the world’s biggest bird-of-prey
•
that are secluded
•
that endanger the habitats of these birds
•
who cause such intrusions
B. 1. People who are concerned with the environment
2. Experts who are using hydroponics are growing
high-value vegetables
3. The showcase on hydrophonics which was prepared by experts is attracting visitors.
102
4. Trees and forests which are supposed to be
preserved by us are very important to the environment.
5. A landfill is a low area which is filled with garbage.
C. Answers vary.
LESSON
4
Love of Home and Loyalty
1. recognize and distinguish essential and non-essential
clauses;
2. listen to visualize lines in a song;
3. recognize the [ft], [nt], [rt], and [st] sounds;
4. pronounce the final [ft], [nt], [rt], and [st] in words and
phrases distinctly;
5. write a descriptive paragraph; and
6. write a biography of a Filipino painter.
250-259
Language CD-ROM
C. Subject Matter
Grammar Point: Recognizing and Distinguishing Essential
and Non-Essential Clauses
Listening (Tune In): Listening to Visualize Lines in a Song
Recognizing the [ft], [nt], [rt], and [st]
Sounds
Speaking (Say It Right): Pronouncing the Final [ft], [nt],
[rt], and [st] in Words and Phrases
Distinctly
Writing (Write It Down): Writing a Descriptive Paragraph
Content Area (Spin Off): Lives of Painters (In articulation
with Social Studies)
reading activities. Take note of the pupils’ pronunciation
of final [ft], [nt], [rt], and [st] in words and phrases
3 Assess the pupils as they engage in writing a descriptive
paragraph. Take note of their use of writing mechanics
and their grammatical skills.
4. Assess the pupils as they apply the grammar points
learned and the use of writing process in their writing
activities.
1. Lesson Opener
Inform the class that they will be reading a poem
The Heart of a Tree. Have the class analyze the title,
and ask them:
• Do trees have hearts?
• What does the title imply?
• If someone plants a tree, what is he planting for?
Read the poem to the class and then let the pupils
read it aloud. To assess comprehension of the poem,
have the pupils write their answers in their own copies
of the following reading worksheet.
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READING WORKSHEET
1. What is the topic of the text?
________________________________________
________________________________________
2. What is said about the topic?
________________________________________
________________________________________
3. What details are mentioned about the topic?
________________________________________
________________________________________
4. What is the lesson implied in the poem?
________________________________________
________________________________________
Have the pupils share their answers in class.
2. Grammar Point
Recognizing and Distinguishing Essential and Nonessential Clauses
Let the pupils read the two sentences based on the
poem. Ask them to identify the adjective clause used.
Once they have chosen the adjective clauses, instruct
them to omit the clause and find out if the sentence
loses or retains its meaning without the clause. Tell them
that an essential clause is a clause that is necessary to
the meaning of the noun or pronoun described. It is
not set off with commas from the rest of the sentence.
A nonessential clause gives additional information, but
is not necessary to the word it describes. It is set off by
commas as shown in the sample sentences on page 251.
Inform the class that if the adjective clause is essential, use the relative pronoun that. If the adjective
clause is nonessential, use the relative pronoun which.
Provide more examples. Direct the class to the
generalization found in the Remember box on page
251. Have them read the generalization. Clarify the
confusing parts.
For more practice on identifying essential and
nonessential clauses, access the Web link at i-learn.
vibalpublishing.com. Have the class work on Exercise
1 found on pages 252-253.
Answers:
A. 1. N – which are the longest living organisms on
earth
2. E – that are responsible for carrying water from
the roots to the leaves
3. N – which removes up to 2.6 tons of carbon
dioxide each year
4. E – that come from the cottonwood tree
5. E – that can carry it on the air for several days
6. N – which reveal the age of a tree
7. E – who calculates a tree’s age by its rings
8. N – which measures more than 360 ft.
9. N – who is often mistaken for a woman
10. E – that you can see along the highways in Luzon
B. 1. which
2. that
3. which
C. Answers vary.
104
4. that
5. that
3. Tune In
Listening to Visualize Lines in a Song
At the beginning of the activity, have the class draw
on bond paper similar to the one below.
Tell the class that they are going to visualize their
image and idea of a wonderful world. Let them express
their expectations of such a world and how they would
describe this world to others.
Have a class discussion on the pupils’ responses
regarding their concept of a wonderful world. Then,
have the class listen to a song about a wonderful world.
Direct the class to Exercise 2. In this exercise, they will
write down as many descriptive words and phrases as
they can from the song.
Object In Nature
Description/Descriptive
Words and Phrases
Example: Trees
Then, have the pupils work on Exercise 3. They will
use the box on page 254 to illustrate/ sketch what they
“saw” in the wonderful world described in the song.
Answers:
Answers vary.
Recognizing the [ft], [nt]. [rt], and [st] Sounds
Have the pupils listen as you read the boxed words
on page 254. Tell them to note how the final consonants
are pronounced. Tell the pupils to run their Language
CD-ROM for an interactive exercise on recognizing the
final [ft], [nt], [rt], and [st] sounds in words.
4. Say It Right
Pronouncing Distinctly the Final [ft], [nt], [rt], and [st]
in Words and Phrases
Read the words and phrases that have the final
consonant clusters -ft, -nt, -rt and -st. Then, have the
pupils read the words and phrases.
5
Write It Down
Writing a Descriptive Paragraph
Remind the pupils to recall that in a previous lesson
they were able to listen to a song describing a wonderful
world. Tell them that some people express their appreciation of our wonderful world through some art forms,
such as a painting. There are many beautiful paintings
of nature which portray a wonderful world. Show copies
of these paintings.
Tell the class that their task is to write a descriptive
paragraph based on a painting of a thing of nature. Inform them that they can select the painting they want
to write about. Let them know that through their vivid
description, they can let the reader imagine how the
painting looks.
Give the following pointers to consider when the
pupils write a description of a painting:
•
Choose any painting and look at it very carefully.
•
Jot down words and phrases you will use to describe
it.
•
Use essential and nonessential clauses.
•
Observe correct grammar and pronunciation.
•
Start with an interesting beginning and end with a
clincher sentence or question.
105
After everything has been explained to the students
and points have been clarified, have the pupils carry out
Answers:
Answers vary.
6. Spin Off
The Lives of Filipino Painters
Show pictures and slides of great works of some of
our Filipino painters. Explain to the pupils that painters describe and interpret the world not through words,
but through their art. Have the pupils look closely at
the works of Carlos Botong Francisco, Juan Luan and
Fernando Amorsolo reprinted in the worktext.
Have the pupils cut out a copy of a painting of any
popular painter and paste it on the space on page 258.
Ask them to work on Exercise 7 of the same page. Tell
them to conduct a research on the painter before they
write their description.
7. Lesson Checkup
Ask the pupils to work on the end of the lesson test
on page 259.
Answers:
A. 1. N - Ecology, which is a term we have to know,
refers to the relation of organisms with their
environment.
2. E
3. N - It can also be a very small unit, such as the
organisms that inhabit an animal’s intestines.
4. N - Environment, whatever it is – freshwater,
terrestrial, or marine, deserves to be taken care of.
5. N – Habitat, which is a particular environment
where a population lives, is diverse.
B-C. Answers vary.
LESSON
5
Connecting Lives
1. recognize the different sentence patterns;
2. build sentences through sentence patterns;
2. distinguish and produce the sounds of [e];
3. listen to infer character traits or feelings from dialogues;
4. pronounce the sounds of [e] correctly;
5. write an opinion letter; and
6. give reasons why people practice volunteerism.
260-271
Language CD-ROM
C. Subject Matter
Grammar Point: Building Sentences Through Sentence
Patterns
Building More Sentences Using Other
Sentence Patterns
Listening (Tune In): Distinguishing the Sounds of [e]
Listening to Infer Character Traits or
Feelings from Dialogues
Speaking (Say It Right): Pronouncing the sounds of [e]
Correctly
Writing (Write It Down): Writing an Opinion Letter
Content Area (Spin Off): Volunteerism
106
end-of-lesson test in the work text, in the CD Rom 6,
and in the suggested Web link.
2. Assess the pupils as they engage in the various listening
activities.
3. Assess the pupils as they participate in the speaking
exercises.
Take note of the pupils‚Äô writing style, mechanics and
grammatical skills.
5. Assess the pupils as they demonstrate confidence as
writers, and find value and satisfaction in writing and
sharing writing with others.
1. Lesson Opener
Show the pupils sample pictures of people from different countries who work together for a common goal
or purpose. Lead the class to the answer that the Peace
Corps Volunteers are some of these persons. Have the
class identify the meaning of volunteer.
Have the class read the selection on page 260.
Have them identify the special kind of connection that
exists between people coming from different nations.
Ask the pupils to read the article silently as some volunteers read the article orally. Have them answer the
followingquestions.
• Where do the volunteers come from?
• What do the volunteers do for other people?
• What are the qualifications before a person is
accepted to be a volunteer?
• How do the volunteers prepare themselves for
their work?
• What special training they undergo?
• What connection do the volunteers have?
Have the students form groups and let them answer
the questions.
2. Grammar Point
Building Sentences Through Sentence Patterns
Review the kinds of sentences according to function
and according to structure and the different functions
of nouns in sentences, that is, as subject, direct object,
indirect object, subject noun predicate, object of a
preposition, appsitive, and vocative. Conduct a short
discussion of these grammar points.
Ask the pupils what the parts of a sentence are.
Recall that the simple subject is the noun or pronoun in
the sentence and the simple predicate is the main verb
in that sentence. Give sentences which have single-word
subjects and single-word verbs. Point out that a noun
and a verb together can form a sentence and that these
sentences follow the Subject-verb pattern:
SUBJECT
VERB
1. Flowers
bloom
2. Father
works
3. Babies
sleep
Explain the notion of pattern. Have the pupils give
other sentences that follow this pattern. Point out that
other words can be placed before the main subject or
after a prepositional phrase, but the pattern is still the
same. Likewise, adverbials can be placed after the verb
but the pattern remains.
After the explanation, have the class proceed to the
Remember box for the generalization.
107
Introduce the next pattern—Subject-Verb-Direct Object
(S-V-DO).
Again, S means subject; V is for verb and DO means
direct object. Point out that in this pattern, the verbs
need a direct object to complete its meaning and so
the verb used is a transitive verb. Present the examples
below for the pupils to understand the pattern, and then
direct the class to the generalization in the Remember
box.
SUBJECT
VERB
Direct Object
1. Flowers
reads
magazines
2. Father
collected
the garbage
3. The volunteers
speak
different languages
Have the pupils add more sentences to the given
examples.Point out that the subject, the verb, and the
direct object can all be modified. Have the pupils work
on Exercise 1 on pp. 262-263. Then have the pupils
form form sentences followng the S-V-O pattern
Answers:
A. 1. Cora/enjoys suspense stories.
S-V-DO
2. The boys/stood in front of the crowd. S-V
3. My uncle/collects grandfather clocks. S-V-DO
4. His collection / attracts viewers.
S-V-DO
5. Tricia/ travels around the country.
S-V
B. Answers vary.
C. Answers vary.
Building More Sentences Using Other Sentence Patterns
Conduct a short review of the S-V and S-V-DO
pattern. Encourage the students to give more examples.
Present the third pattern to the pupils. Show them the
table presented below.
SUBJECT
1. The volunteers
2. They
3. The man
VERB
gave
teach
offered
Indirect Object
the survivors
people
them
Direct Object
food.
new skills.
the goods.
Tell the class that the third basic pattern is the S-VIO-DO, wherein S stands for the subject; V for the verb;
IO for the indirect object; and DO for the direct object.
Have them note that the indirect object tells to what,
to whom, for what, or for whom an action is done. The
verb in this pattern is also a transitive verb.
Direct the pupils’ attention to the generalization
in the Remember box. Have the pupils give exanded
sentences. Show examples. Note that the nouns in the
sentences can be modified by determiners , adjectives,
and prepositional phrases. Also, that the verbs can be
preceded by auxiliaries and/ or modified by adverbs as
in the following example:
The three tired-looking volunteers
(Noun subject)
patiently gave
(Main verb)
the sick and injured survivors
(Noun-Indirect Object)
some hot food.
(Noun-Direct Object)
Direct the class to the other sentence patterns illustrated below:
SUBJECT
1. The children
2. They sky
3. My brother
Linking Verb
are
seems
is
108
Subject Compliment
safe.
dark.
a doctor
Have the pupils note that the verbs in the three sentences verbs are not action verbs, but linking verbs. The
linking verbs connect the subject to a noun or adjective
in the predicate. Hence, in this pattern, S stands for
subject, LV for linking verb and SC for subject complement. Point out that be is the most freqenty used linking
verb. Other linking verbs are the perception verbs such
as feel, look, taste, etc. State verbs such as lie, rest, etc.
and change-of-state verbs such as become, grow, turn,
etc. These linking verbs can be folowed by nouns, adjectives, or prepositional phrases as in:
The woman is a teacher
pretty.
in the office.
The cake tastes delicious.
The leaves turned brown.
In contemporary grammar, the term used for the
underlined words above is subject-noun predicate.
Have the pupils give examples of sentences following
this pattern. Then have them read the generalization in
the Remember box on p. 264.
Answers:
A. IO
DO
1. the government
their full support.
2. them
some words of advice.
3. you
some money as a donation.
4. me
new set of clothes.
5. the engineers
a lot of questions.
B. 1. It is very amusing. (PA)
2. The people there are good workers.
3. The world is a big stage where evberyone plays
a role. (PN)
4. His skin feels warm. (PA)
5. A desire to help is the basis of volunteerism.
(PN)
C. 1. S - LV - SC
2. S - V - IO - DO
3. S - V - IO - DO
4. S - LV - SC
5. S - LV - SC
D. Answers vary.
3. Tune In
Distinguishing the Sounds of e
Have the pupils listen attentively as you read to
them the words below.
[e]
Helping
Second
Learn
[i]
volunteers
peace
people
[I]
knowledge
united
wanted
Ask them how the sound of the letter e sounds
in each column differ from each other. The expected
answer is that in the first column, the letter e is sounded
as /e/. That is, like the e in peg. In the second column,
the letter e is sounded /iy/, that is, like the sound of ee
in week. In the last column, the letter e is sounded /I/,
that is, like the sound of i in lid. Ask the pupils to give
their own examples of words having the three different
sounds of e.
Conduct an auditory communication exercise. Make
a list of words that have the letter e sounded as /e/, /I/,
and /iy/. Say each word and have the puils write /e/, /I/,
or /iy/ to identify the vowel sound they hear.
109
4. Say It Right
Pronouncing the Sounds of e Correctly
Direct the pupils to the list of words with the sounds
/e/, /I/, and /iy/ in Tune In Read the words aloud as the
pupils listen. Then, tell them to say the words and put
together the words that have the same sound for the
letter e.
Recall the kinds of letters that they have written.
Tell the pupils that this time they will write in a letter
their personal views or opinions about certain important
issues or concerns. Letters like this are often found in
the Letters to the Editor Section of most newspapers.
Show examples of letters to the editor of newspaper.
Have the pupils read them.
Direct the pupils to the following suggested guidelines in writing an opinion letter.
• Think of an important concern not only at home, in
school, or in the country as a whole. It could be in
the whole world. The following topics are preferable:
– Peace Talks
– Ways to Brotherhood
– Global Cooperation/Unity
• Jot down your views and ideas about the chosen
topic.
• Organize your thoughts into sentences, then into
paragraphs.
• Write your letter and take care to follow the proper
letter format. Address your letter to the editor of a
newspaper. You may write: Dear Editor.
• Close your letter by signing your full name.
Have a class discussion about the suggested topics.
Have the pupils give their opinions orally. Then, have
them write down their opinions. The final product
should be inthe form of a letter toan editor of a newspaper.
5. Write It Down
Writing an Opinion Letter
Ask the pupils if they sometimes wish they could
express their thoughts and views about a certain matter. have them read Paragraphs 1 and 2 in this section.
6. Spin Off
Volunteerism
Ask the pupils if they know the meaning of volunteerism. Call on pupils to share some information about
volunteerism. Explain to the class that volunteerism
Answers:
/e/
very
special
already
cherry
well
several
knowledge
/iy/
eerie
fields
/I/
hunted
chooses
Listening to Infer Character Traits or Feelings from
Dialogues
Tell the pupils to run their Language CD-Rom to
listen to a recording of a story. Tell them to pay attention
on the lesson by asking them to listen to Unit IV, Lesson 5 recorded excerpt on the CD-Rom. Let the pupils
pay attention to the dialogues and have them note the
character traits or feelings of the character. Have them
answer the interactive exercise that follows.
Direct the pupils to Exercise 4 on p. 266.Tell the
pupils to listen to the story again and tell them to work
on the exercise.
110
is defined as the practice of volunteering or offering
one’s time or talents for charitable, educational, or
other worthwhile activities, especially in one’s community. Tell them, too, that youth is not a hindrance
to volunteerism. In fact, a lot of organizations look for
youth volunteers because the young people have a lot
of energy and idealism.
Direct the pupils’ attention to some international
organizations to which manythat young people volunteer
their services. Have three pupils read the information
about each organization.
Ask the pupils if they know of some local organizations that ask for voluntary services.Point out that some
churches , TV stations, schools, and organizations like
the Red Cross of the Philippines call for youth volunteers
in their activities. Ask the pupils to give the importance
of volunteerism.
Proceed to Exercise 7 on page 269. Explain the
directions to the students and clarify the points which
are unclear to them. Have them do the exercise once
all points have been clarified.
Answers:
Answers vary.
7. Lesson Checkup
Have the pupils work on the end of-lesson exercise
on page 270.
Answers:
A. 1. S-LV-SC
6. S-V-IO-DO 11. S-V-DO
2. S-V-DO
7. S-V-IO-DO 12. S-V-IO-DO
3. S-V-DO
8. S-LV-SC
13. S-V
4. S-V
9. S-LV-SC
14. S-V-IO-DO
5. S-V-DO
10. S-V
15. S-LV-SC
B. Answers vary.
C. 1. SC
2. S
3. LV
4. V
5. DO
6. SC
7. V
8. DO
9. SC
10. S
D. Answers vary.
LESSON
6
Reaching Out by the Hotline
A. Lesson Objectives:
1. identify the functions of transitional expressions;
2. identify the position of major stress in syllables;
3. listen to predict an outcome;
4. put the correct stress in compound nouns;
5. write about a process; and
6. give probable solutions to community problems.
272-286
Language CD ROM
C. Subject Matter
Grammar Point: Transitional Expressions
Listening (Tune In): Identifying the Major Stress
Listening to Predict an Outcome
Speaking (Say it Right): Stressing Compound Nouns
Correctly
Writing (Write It Down): Writing About a Process
Content Area (Spin Off): The Pushcart Classroom
111
end-of-lesson test in the work text, in the Language CD
Rom 6, and in the suggested Web link.
2. Assess the pupils as they participate in the listening and
speaking activities.
3. Assess the pupils on how they apply analytical and
evaluative listening to predict an outcome.
4. Assess the pupils as they apply the writing process. Take
note of their ability to give a solution to a community
problem.
1. Lesson Opener
Present the new lesson by orienting the pupils on
the two types of essay.
Tell them that the formal essay discusses more serious topics such as religion, politics, or philosophy. It is
presented in a serious or very formal style of writing,
while an informal essay may talk about a serious matter but is presented lightly or in a more informal or
personal style.
Tell the pupils that they are about to read an informal essay about a pupil’s experience in joining a community project. Have the pupils read the essay silently
as a volunteer reads orally.
Divide the class into several groups and have them
answer the following questions.
• What was the hotline for?
• How did the writer accomplish his or her goal?
• How did the writer explain how he or she was able
to accomplish that goal?
Allow ten minutes for group sharing and ask one
member of each group to present the group’s answers.
2. Grammar point
Transitional Expressions
Post the words: first, second, finally, meanwhile, and
however on the board. Ask the class what their idea is
about these words. Have the pupils read the explanatory
notes on page 274.
Direct the class to the chart on page 274. Note
that the chart shows different kinds of relationships
between ideas.
To Show
Transitional Expressions
Time sequence
Before, by, finally, first, meanwhile
Order of importance
First, second, mainly, more important, most important
Cause and effect
As a result, because, consequently,
for, so, therefore, thus, hence
Contrast
But, however, in contrast, on the
other hand, unlike, yet, though,
although
Comparison
As, in the same way, likewise,
similarly
Addition
Also, in addition, besides, moreover, additionally
Conclusion
Finally, in conclusion, in short,
in brief
Example
For example, for instance, namely,
in fact
112
Explain to the pupils how the transitional expressions function in the sentences. Provide examples and
then have the pupils read the generalization found in
the Remember box on p. 275.
Answers:
A. 1. Finally
3. first, then
2. Although
4. however
B. 1. Comparison
2. Time sequence
3. Contrast
4. Example
5. Conclusion
C. 1. In fact
2. But, However
3. So, Thus
4. Also
5. Then
D. 1. In fact
4. because
2. Therefore
5. in short
3. unlike
For more practice on identifying transitional expressions have the pupils access the Web Link at i-learn.
vibal publishing.com.
3. Tune In
Identifying Major Stress
Begin the lesson by telling the class that word
stress is essential in the English language and not all
languages have word stress, but English depends on
stress to help communicate meaning. You may add that
it is very important to place stress on the correct syllable
to avoid misunderstandings especially among people of
other countries.
Instruct the pupils to listen well as you read to them
the following words.
Stress on the
First Syllable
Stress on the
Second Syllable
Stress on the
Third Syllable
ceremony
appreciate
adolescent
matrimony
determine
documentary
category
distribute
elementary
Let the pupils read the words by themselves but
make sure they place the stress on the proper syllable.
Tell the pupils to listen as you say some words in the
list. Tell them to raise one finger if the stress is on the
first syllable; two fingers if the stress is in the second
syllable; and three fingers if the stress is on the third
syllable.
Listening to Predict an Outcome
Have the pupils listen as you explain a process to
them. Instruct them that as they listen they should pay
attention to how the process flows. In their notebook,
write the signal words that suggest the sequence of
steps in the process. Then, let them do the exercise
that follows.
Tell the pupils to run their Language CD-Rom to
listen to a process. Then, let the pupils work on the
interactive exercise.
4. Say It Right
Stressing Compound Nouns Correctly
Direct the pupils to the sectiom on page 273. Say the
words in the list and have the pupils determine which
syllable carries the primary stress.
113
teenagers
fund-raiser
hotline
social worker
blackboard
ready-made
Inform the pupils that those words are called
compound nouns. The first column contains one word
compound nouns and the first part of the word carries
the stress. In the second column are two-word noun
compounds. In these words, the first word carries the
primary stress. Have the pupils read the words with the
correct stress.
Tell the pupils to form dyads. Have them carry out
the activities in Exercise 3 on p. 278.
5. Write It Down
Writing About a Process
Review the words that signal a process or procedure.
Inform the pupils that they are going to write the steps
in a process. Direct them to the pointers on page 279
•
Think of a good starting or opening sentence. You
may begin with a question. Example: Do you know
how to grow orchids?
•
Start explaining the process or procedure sequentially. Use transitional expressions to show the flow
of steps from beginning to end.
•
As you are about to end the sequence of steps, use
transitional expressions that suggest conclusion.
•
End with an interesting sentence or question.
Show an example of a process paragraph. Have the
pupils do the task discussed in Exercise 4 on p. 279.
6. Spin Off
The Pushcart Classroom
Show a picture of Efren Penaflorida and ask the
pupils if they are familiar with this person and what
he has done for street children. Have the pupils share
what they know about him.have the pupils read silently.
Then, proceed to Exercise 5 and have the pupils carry
out the activity.
7. Lesson Check-up
Have the pupils work on the end-of-lesson check
up tests on p. 281.
Answers:
A. Underline the following words/ expressions.
Moreover, unfortunately, however,but,in other
words,therefore, indeed, and in the near future.
B. 1.
2.
3.
4.
5.
First
Because/ In view of
so
namely
in contrast/however
C. Answers vary.
Writing for Assessment
In this writing activity, the process approach to writing is used. The steps in this approach are:
A. Preparation
Prepare the pupils to write by telling them that
as they go to a higher grade level, activities will be
more demanding and challenging. They are expected
to answer more sophisticated questions where they
114
will engage in explaining, enumerating, or illustrating in paragraphs the answer to the questions. No
matter how short or long their answers are to these
questions, they must:
• Match the questions
• Provide details that will support the main point
• Have a clear organization of ideas
• Have correct grammar, spelling and punctuation
Direct the pupils to the different stages of the
process approach to writing:
B. Prewriting
Inform the pupils that they have to identify a
question to be answered. They also have to choose
one where their knowledge is not limited or incomplete.
They also have to examine the format required
and see to it that they comply with the format
asked for. Before starting to write, the pupils should
mentally gather details that will help them answer
questions efficiently and effectively.
C. Drafting
In this stage, the pupils should be taught to narrow the topic by concentrating on the main issue at
hand. The funnel graphic organizer may be used to
narrow down a topic. In this type of graphic organizer, the general topic is on the topmost level and
it is narrowed down by filling up the lower levels.
At this stage, when writing the first draft, the pupils should be told not to pay too much attention to
spelling, punctuation, and even grammar. This can
be attended to a little later during the final drafting.
Details should also be arranged in their order of
importance. An outline can help organize details in
chronological order, the order in which the events
happened.
Definitions, reasons or examples may be provided to make arguments convincing. Experiences
in everyday life may be cited or illustrate.
D. Revising and Editing
In this stage, the first draft may be improved in
terms of its content, mechanics and organization.
Spelling, punctuation marks, and grammar may be
corrected at this stage. The composition may be
revised in terms of its mechanical content.
E. Sharing and Publishing
The written output may be shared to the teacher
and he or she will determine if the question has been
completely and accurately answered. If the question
is answered well, the pupil’s product will serve as a
model for others.
9. Unit Test
The answers to the Unit Test are as follows:
A.
Our dreams can take us anywhere we like. When
we talk of dreams, we do not always refer to what we
experience in our sleep. Dreams may refer to how
we envision the future. Although we cannot really
tell what the future may bring, we must direct our
lives towards the attainment of a bright future. A
lot of people have dreamed big dreams, but failed
because they did not work hard to make their dreams
a reality.
115
B. 1.
2.
3.
4.
5.
6.
7.
C.
First
Because/ In view of
so
namely
in contrast/however
CC
CX
8. S
9. CS
10. CX
11. CX
12. S
13. CC
14. CX
ADJECTVE CLAUSE
(should be underlined)
WORD IT MODIFIES
(should be encircled)
1. that promotes pollution
1. action
2. which penalizes
smokers
2. ordinance
3. that have been designated
3. areas
4. who smoke in prohibited areas
4. those
5. which some town
councils impose
5. penalty
6. which may last for
fifteen days
6. prison term
7. where smoking is
allowed
7. establishments
8. which many boys
and girls think is a
sign of sophistication
8. smoking cigarettes
9. who just happen to
inhale the pollutant
9. non-smokers
10. that threatens your
health and burns
a big hole in your
pocket
10. habit
D. 1. AC
2. NC
3. AC
4. AC
5. NC
6. AC
7. NC
8. AC
9. NC
E. 1. S-TV-DO
2. S-TV-DO
3. S-LV-SC
4. S-TV-IO-DO
5. S-TV-IO-DO
6. S-LV-SC
7. S-TV-DO
8. S-LV- SC
9. S-LV-SC
10. S-TV-IO-DO
11. S-TV-DO
12. S- LV-SC
F. 1. moreover – addition
2. also – addition
3. on the other hand – contrast
4. for example – example
5. Additionally – addition
6. in short – conclusion
116
10. NC
11. NC
12. AC

ABLA 6 - Vibal Publishing

Transcription

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