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V Teaching Plans and Strategies Primary (Grades 1-3) ISBN 978-971-07-2588-5 Copyright 2009 by Vibal Publishing House, Inc. and Lily Nodalo All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means—electronic or mechanical, including photocopying, recording, or any information storage and retrieval system without permission in writing from the publisher and the author. 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
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Preface This book shares with the teacher some knowledge and activities that focus on certain dimensions of second language teaching. The topic it explores is not linked to a particular method or approach in teaching. It does not set out to inform teachers what effective teaching is, although Part I of the book presents a review of some popular approaches, methods, and procedures in second language teaching. A brief description of these “methodologies” is motivated by the fact that research findings suggest that the teacher’s belief system is derived from various sources. One of them is the principle that teachers derive from an approach or method. The teacher may believe in the effectiveness of a certain approach or method and may apply it in the classroom. Thus, a recall or rereading on this area of language teaching is presented under the section, Background Issues to enable the teacher to examine his/her attitudes, beliefs, assumptions, and teaching practices. It may also help the teacher to decide if aspects of his or her own teaching could be changed to improve his or her teaching skills. Much can be learned about teaching through self-monitoring. Many teachers depend on the visits of their principals and supervisors as the main source of feedback on their teaching. While comments and suggestions of “superiors” can be a useful source of information about one’s teaching, the best persons to examine and evaluate teaching are the teachers themselves. Teachers should get involved in collecting data and information about their teaching. They may do it individually or in collaboration with other teachers. It is an undertaking which involves making decisions about their teaching, deciding what aspects they need to change, and selecting strategies to carry them out.
The book discusses direct and indirect strategies that are applicable in teaching the four language skills — listening, speaking, reading, and writing. The interest in learner strategies in second language teaching focuses on ways in which teachers and learners can work collaboratively in developing effective approaches to second language teaching. Through better understanding and managing of learning strategies, learners come to understand that the use of an appropriate learning strategy can enhance success with the learning task. Preparing a good lesson plan is not a lost art. The experience of seasoned teachers in the field strongly supports the idea that a good lesson plan leads to good teaching. Part II of the book explains why teachers need to write the lesson plan and the basic principles to observe in preparing it. The book also includes a presentation of compiled lesson plans of teachers active in the field. Teaching, indeed, is a very personal task. Every teacher brings to teaching different beliefs and assumptions about what constitutes effective teaching. This can be seen through the lessons basically prepared by the teachers from Region IV who hope that their work will in some way help other teachers develop teaching skills and enable them to prepare and present classroom tasks that will most benefit the learners. From All of Us in the VPHI Family
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Table of Contents Part 1 Teaching Strategies .........................................................2 I.
Background Issues.................................................................. 2
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Applying Images and Sounds .......................... 7
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Reviewing Well ................................................. 7
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Employing Action ............................................. 8
b. Cognitive Strategies ............................................... 8
A. Introduction ........................................................................ 2
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Practicing .......................................................... 9
B. Some Popular Approaches, Methods, and Procedures ................................................................... 2
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Receiving and Sending Messages .................. 10
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Analyzing and Reasoning............................... 10
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The Direct Method ....................................................... 2
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The Audio-lingual Method (ALM) ............................... 2
Creating Structure for Input and Output ...................................................... 11
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The Grammar Translation Method ............................. 3
c. Compensation Strategies ..................................... 12
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Presentation, Practice, and Production (PPP) ............ 3
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Guessing Intelligently .................................... 12
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Total Physical Response (TPR) .................................... 3
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Suggestopoedia ............................................................. 3
Overcoming Limitations in Speaking and Writing ............................................................ 13
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Community Language Learning (CLL) ....................... 4
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Task-based Learning (TBL) ......................................... 4
2. Indirect Strategies...................................................... 15
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Communicative Language Teaching (CLT) ................ 4
a. Metacognitive Strategies ..................................... 15
Summary of Direct Teaching Strategies ................... 13
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Centering Your Learning ............................... 15
II. Strategies for the Four Language Skills ................................5
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Arranging and Planning Your Learning ....... 16
A. Defining Strategy ............................................................... 5
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Evaluating Your Learning ............................. 16
B. Strategies for Language Learning .................................... 5 1. Direct Srategies ............................................................ 5
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Lowering Your Anxiety .................................. 17
a. Memory Strategies ................................................. 6
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Encouraging Yourself ..................................... 17
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Taking Your Emotional Temperature ........... 17
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b. Affective Strategies .............................................. 17
Creating Mental Linkages ............................... 6
c. Social Strategies ................................................... 18
Lesson Plans for Grade 3 ............................................ 58
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Asking Questions ............................................ 18
Lesson 1 ...................................................................... 58
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Cooperating with Others ................................ 18
Lesson 2 ...................................................................... 62
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Emphatiizing with Others ............................. 18
Lesson 3 ...................................................................... 65
Summary of Indirect Teaching Strategies ................ 19
Lesson 4 ...................................................................... 68
C. Examples of Activities and Strategies Used ................... 20
Lesson 5 ...................................................................... 71 Summary of Skills Learned .................................................... 74
III. The Lesson Plan ....................................................................25
Bibliography ............................................................................ 76
Why We Prepare a Lesson Plan ...................................... 25 Guiding Principles in Lesson Planning........................... 25 Lesson Plans for Grade 1 ............................................ 26 Lesson 1 ...................................................................... 26 Lesson 2 ...................................................................... 28 Lesson 3 ...................................................................... 32 Lesson 4 ...................................................................... 35 Lesson 5 ...................................................................... 38 Lesson Plans for Grade 2 ............................................ 42 Lesson 1 ...................................................................... 42 Lesson 2 ...................................................................... 45 Lesson 3 ...................................................................... 48 Lesson 4 ...................................................................... 52 Lesson 5 ...................................................................... 54 v1
Teaching Plans and Strategies I.
BACKGROUND ISSUES A look back across a century of language teaching shows the “changing winds and shifting sands” (Marckwardt 1972) of language teaching methods. Every quarter of a century or so, a new paradigm is introduced which is usually a break from the old, but taking with it the positive “aspects” of the previous paradigm. According to Brown (1980), “these changing methodologies are very much theories in practice. They manifest themselves in such varieties at times that the term approach may be more accurately descriptive of these general moods.” It is likely that the meaning of terms like approach, method, and technique may arouse confusion to many teachers so these definitions are quoted from Edward Anthony, an American applied linguist (1986). A. Introduction • Approach is the level at which assumptions and beliefs about language and language learning are specified. Within one approach, there can be many methods that can be derived. • Method is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented. • Technique is the level at which classroom procedures are described. It is a particular trick or stratagem used to accomplish an objective. It should be consistent with a method and in harmony with an approach as well. It is very difficult to come to conclusions as to which approaches and methods are best or most appropriate for our own teaching situations. More often than not,
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our decisions about what and how to teach are based on what seems to work. However, we can look at some of the implications of the methods, approaches, and procedures we use, and come to some conclusions which can help us decide what is best to adapt for our particular situation. B. Some Popular Approaches, Methods, and Procedures •
The Direct Method Before 1900, language teaching concentrated largely on the teaching of classical languages for scholarly or religious purposes. It involved minimal oral-aural activities for communicative purposes. But the turn of the century produced a widespread interest in teaching foreign languages for speaking purposes. The Direct Method became very popular at that time when classes were conducted in the foreign language without translation. The reason was to be as “natural” as possible in the classroom without grammar and deductive thinking. The students were expected to speak the foreign language not by the usual classical method of memorization, translation, and learning of grammar rules, but by the same way a small child learns his native language.
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The Audio-lingual Method (ALM) For many years, ALM enjoyed popularity among language teachers. It was known by such names as the Oral-Aural Approach and the Mim-Mem (mimicrymemorization) Method. In a way, ALM was a return to the Direct Method, according to Brown (1980). The audio-lingual method is based on the Behaviorist theory which claims that “learning is the result of a three-stage procedure—stimulus, response,
and reinforcement.” An example to demonstrate the three-stage procedure is the series of laboratory studies performed in the early part of the 20th century. In the experiment, rats were trained to push a button when a light came on (the stimulus), the rat goes to a bar and presses it (response), and the rat is rewarded by a dropping of food pellet (the reinforcement). Because of the reward (food pellet), the rat will always press the bar (response), whenever the light is on (stimulus). Skinner (a celebrated behaviorist) commented that the same process can happen in language learning. In other words, the Behaviorist view of learning exemplified in the stimulus, response, reinforcement pattern happens with human beings as with rats or other animals that can be conditioned in the same kind of way. In an audio-lingual class, the pupils rely heavily on rote repetition to form the habits. Substitutions are built into these drills. By the design of the drill, the possibility for the students to make mistakes is limited, if not avoided. •
The Grammar Translation Method In 1924, the Grammar Translation method came to dominate foreign language teaching. It stressed reading ability, the study of grammar as an aid to reading comprehension, and oral and written translation. Oral work was not encouraged in the classroom and pronunciation was important only for “classroom intelligibility.” The Grammar Translation method is still used today in our classrooms, but with some modifications like including oral work. However, it still maintains its identity in the emphasis on reading, grammatical rules, and translation.
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Presentation, Practice, and Production (PPP) In this procedure, the teacher describes or mentions a situation which contextualises the language and presents the language to be taught (words, phrases, or sentences). The students practice the language using reproduction techniques such as choral recitation (with the teacher conducting), cue-response drill (with the teacher giving cues to motivate the students to give the desired response), and individual repetition (where individual students repeat a word, phrase, or sentence at the teacher’s prodding). Afterwards, the students make sentences of their own, which is the end point of the PPP cycle.
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Total Physical Response (TPR) The Total Physical Response or TPR is a method where children learn much of the language by following commands. As the term connotes, TPR asks learners to respond physically to the language they hear. A typical TPR class might involve the teacher telling the pupils to “pick up the pencil on the table and give it to me.” When the pupils can all respond to commands correctly, one of them can give the commands to his or her classmates.
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Suggestopoedia Suggestopoedia was developed by Georgi Lozano. It gives emphasis on the physical surroundings and atmosphere of the classroom. This method has an interesting feature called “infantilisation” where the students and teachers exist in a parent-children relationship. This is practiced to enhance learning by ensuring that the learners are comfortable, confident, and relaxed in the classroom. A lesson in a suggestopoedic class has three basic parts. The first part is an oral review of the past lesson. 3
TBL has three stages—the Pre-task, the Task Cycle, and the Language Focus. In the Pre-task, the teacher introduces the topic by highlighting words and phrases which may prove useful for the students in understanding the topic. The students may also listen to a recording of other people doing the same task. During the Task Cycle, the students perform the task while the teacher observes from a distance. Later, the students plan how to tell the class what they did and how it went. They report on the task either orally or in writing. The students compare notes on what has happened. In the Language Focus stage, the students discuss specific features of a listening or reading text which they used for the task or the teacher may present some form of practice of specific language features which are related to the task.
The second part is the presentation and discussion of new dialogue material and its native dialect equivalent. In the third part, the students go through a “seance” or “concert” session which is listening to relaxing music while the teacher reads the new dialogue material in a way which harmonizes with the music. Finally, the students go through several minutes of solemn silence and leave the room quietly. •
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Community Language Learning (CLL) As the name suggests, the students sit in a circle as a community. A counselor or a “knower” stands outside the circle. He or she provides and corrects target language statements. When a student says something using his or her first language, the knower can give the English equivalent for the class to use. In some lessons, students analyse a classmate’s tape recorded utterances. They are given a period for reflection during which they give their frank comments about the activity. The main point is to help students attain what they want to achieve while the teachers offer help and counsel to the “community.” The central tenet of this method is to “facilitate” rather than “teach.” Task-based Learning (TBL) Task-based learning was introduced by Prabhu who, while working in Bangalore, India, observed, “that students were just as likely to learn language if they were thinking about a non-linguistic problem than if they were concentrating on particular language forms” (Prabhu, 1987). In a task-based learning class, students are presented with a task they have to do or a problem they have to solve. The focus of the lesson is not the structure but the task. In retrospect, Taskbased Learning is sort of a reverse application of PPP.
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Communicative Language Teaching (CLT) CLT is popularly known as the Communicative Approach. This approach in second language teaching stresses the significance of language functions rather than focusing mainly on grammar and vocabulary. The guiding principle is to teach students to use the language forms appropriately in a variety of context and for a variety of purposes. It embraces the idea that for the students to develop their knowledge and skill in the language, they need a rich exposure to language in use and plenty of opportunities to use it. In a typical CLT class, the students are involved in real or realistic communication. That is why roleplaying and simulation have become very popular. In CLT, students simulate a scene like ordering food from a restaurant, solving a puzzle which involves by sharing information, or by writing a poem or story
together. What is important in these activities is that students have a desire to communicate because they have a purpose for communicating. The focus is in the content of what they are saying or writing rather than on the language form. The students are expected to use a variety of language rather than one language structure alone. All these are seen as an attempt to replicate communication in real life. II. STRATEGIES FOR THE FOUR LANGUAGE SKILLS A. Defining Strategy A strategy is a thinking process that occurs in the head of the learner when he or she is trying to figure out the solution to a difficult problem or task. For example, when a student has a learning task to accomplish like writing a report about global warming, the student can choose several different ways of completing the task. The learner may use different strategies, but he or she will use only some specific strategies that will work best in that particular situation. Anyone who has a variety of strategies at his or her disposal and knows how to use them has the tools needed to become a successful learner. And one of the important roles of a teacher is to promote learners’ awareness and manipulation of effective learning strategies. Oxford (1989) defines strategies as “specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, and more transferable to new situations.” She enumerated the following features of strategies. •
They help realize the main goal which is communicative competence.
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They motivate learners to become self-directed.
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They extend teachers’ role.
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They are problem-oriented.
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They are definite actions taken by the learner.
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They assist learning both directly and indirectly.
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They are not always perceptible.
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They can be taught.
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They are flexible.
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They are influenced by various factors.
B. Strategies for Language Learning A large part of the discussion on learning strategies comes from Language Learning authored by Rebecca L. Oxford. She discussed two kinds of strategies—the direct strategies and the indirect strategies. According to Oxford, direct strategies involve the target language directly, whereas the indirect strategies, which work in tandem with the direct strategies, are used to support and manage language learning without (most often) involving the target language. The direct strategies are shown in the diagram below. In the discussion of each specific strategy, the letters, L, S, R, W stand respectively for Listening, Speaking, Reading, and Writing to indicate on which language skills that specific strategy can be applied. 1. Direct Strategies Direct strategies are divided into three groups— memory, cognitive, and compensation strategies. These strategies are directly involved in developing each of the four language skills: listening, speaking, reading, and writing. Memory strategies are those used for storage
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➭ Grouping
and retrieval of information. Cognitive strategies are the mental strategies learners use to make sense of their learning. Compensation strategies are the strategies that help learners overcome knowledge gaps to continue communication. • Creating mental linkages 1. Memory strategies
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Memory strategies
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• Applying images and sounds
• Practicing
3. Compensation strategies
• Receiving and sending messages
• Overcoming limitations in speaking and writing
Figure 1: Diagram of the Direct Strategies from Oxford, 1990
a. Memory Strategies Two key functions of memory strategies are storage and retrieval. These strategies help learners to store in memory what they hear or read in the new language. They also help learners to retrieve information from memory.
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Applying images and sounds
Using imagery
➭ Semantic mapping ➭ Using keywords
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Reviewing well
Structured reviewing
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Employing action
➭ Using physical response or sensation ➭ Using mechanical techniques
Figure 2: Diagram of Memory Strategies
• Analyzing and reasoning
• Guessing intelligently
➭ Placing new words into a context
➭ Representing sounds in memory
• Employing action
• Creating structure for input and output
➭ Associating or elaborating
➭
• Reviewing well
2. Cognitive strategies
Creating mental linkages
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Creating Mental Linkages There are three strategies that are useful for making mental linkages: grouping, associating/ elaborating, and placing new words into a context. These strategies serve as the basis of more complex memory strategies. ➭ Grouping (L, R) It involves classifying or reclassifying what is heard or read into meaningful groups. Example: The learner groups new words by conceptual similarities like buoyant, gay, lively and in reading, he or she looks for the opposite such as rough, sedate, rude. ➭ Associating or Elaborating (L, R) The language learner associates a new information with something familiar which is already in his or her memory.
Example: A learner in English hears the word billboard. She associates it with a word previously learned, board which is used for displaying; she understands billboard more readily.
read. It can also be used for an entire listening or reading activity by giving the main concept or expression and asking the pupils to listen and fill in the rest. Semantic mapping also provides a good note-taking format.
➭ Placing New Words into Context (L, R, S,W) This means putting new words or expressions into meaningful context. Example: The student encounters a word related to her favorite recipe such as sauté. She writes a story to put these words into meaningful context. •
➭ Using Keywords (L, R) It has two steps. First, identify a familiar word in one’s own language that sounds like the new word. Second, think of an image of the new word and the familiar one interacting in some way. Example: Brian links the new word cruise (to sail) to Tom Cruise, then imagines standing beside his favorite movie star.
Applying Images and Sounds ➭ Using Imagery (L, R) This is one kind of imaging which involves remembering a written item by picturing the place where it is located. Example: A student remembers a written item by picturing the place where it is located. A foreigner remembers the expression Mabuhay! (hello) by picturing the road sign where she first read it. ➭ Semantic Mapping (L, R) Semantic mapping involves concepts and relationships on paper to create a semantic map, a diagram in which the key concepts (stated in words) are highlighted and are linked with related concepts via arrows or lines. It improves both memory and comprehension of new expressions. This can be used for prelistening or prereading activities to help learners understand and remember vocabulary that will be heard or
➭ Representing Sounds in Memory (L, R, S) In this strategy, learners remember what they hear by making auditory rather than visual representations of sounds. It involves linking the new word with familiar words or sounds from any language. Example: Kelly finds the new English word simile. It sounds like a word she knows, similar. She remembers the new word by the auditory link. •
Reviewing Well It involves reviewing at different intervals until the stage of automatic use is reached. The aim is to retain the material in long-term memory and to retrieve it easily and automatically when required. For example, Donna is trying to recite from memory an eight-stanza poem. She reviews or practices immediately reading the poem, waits ten minutes before reviewing or reading the poem 7
again, and practices an hour later, three hours later, the next day, two days later, four days later, and so on until the recitation of the whole poem become automatic. Each time she practices reciting the poem, she does it in a meaningful manner like using imagery or putting it into context. Basically the amount of time needed for remembering or delivering the material (poem) in an automatic manner depends on the kind of material involved. •
Employing Action ➭ Using Physical Response or Sensation (L, R) It involves physically acting out a new expression that has been heard. A teaching technique known as Total Physical Response is based on this strategy. Example: Arthur is told by the teacher to “sharpen a pencil, write your name with it, and then give it to Oscar.” As Arthur follows the instructions, he finds that physical movement helps etch the new information in memory. This strategy can also be applied in reading where learners act out what they read or associate physical sensations with specific words found in reading passages. ➭ Using Mechanical Techniques (L, R,W) Flashcards with the new word written on one side and the definition written on the other, are both familiar and useful. This mechanical technique is helpful to help remember what has been heard or read. To contextualize a new expression and get writing practice, learners can write the new expression in a full sentence on a flash card.
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b. Cognitive Strategies These learning strategies involve mental steps or operations that learners use to process both linguistic and sociolinguistic content. (Lugod, 2003) ➭ Repeating
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Practicing
➭ Formally practicing with sounds and writing systems ➭ Recognizing and using formulas and patterns ➭ Recombining ➭ Practicing naturalistically
Cognitive strategies •
Receiving and sending messages
➭ Getting the idea quickly ➭ Using resources for receiving and sending messages ➭ Reasoning deductively ➭ Analyzing expressions
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Analyzing and reasoning
➭ Analyzing contrastively (across languages) ➭ Translating ➭ Transferring
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Creating structure for input and output
➭ Taking notes ➭ Summarizing ➭ Highlighting
Figure 3: Diagram of Cognitive Strategies
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Practicing ➭ Repeating (L, S, R,W) One use of this strategy is repeatedly listening to native speakers of the new language on a tape or record, with or without silent rehearsal. Imitation of native users of the language is a repeating technique used for both speaking and writing. The strategy of repeating might mean reading a passage more than once to understand it more completely. Read a passage several times, each time for a different purpose: to get a main idea, to predict, to read for detail, to write down questions, etc. The learner may also take notes about a reading passage and then review them several times. Suggestopedia asks the teacher and the pupils to repeat the same oral passage several times, each time saying the passage at a different speed by matching it to the cadence of a different kind of music being played. ➭ Practicing with Systems (L, S, W)
Sounds
and
Writing
In listening, it is often focused on pronunciation and intonation where visual and contextual clues are kept to a minimum, therefore recordings—not live speech—are recommended for listening perception. Speaking: Tapes or records assist the strategy well. Learners record themselves so they can hear and compare their own voices with a native speaker’s voice.
Writing: Formal practice with writing system may include copying letters, copying words, and comparing similar-sounding words in the native and target languages. ➭ Recognizing and Using Formulas and Patterns (L, S, R, W) Formulas are expressions that help build selfconfidence, increase understanding, and enhance fluency, while patterns have at least one slot that can be filled with an alternative word. Examples of Formulas Hello! Goodbye. How are you? Examples of Patterns I don’t know how to _____ I would like to _____ My name is _____ ➭ Recombining (S,W) It involves constructing a meaningful sentence or longer expression by putting together known elements in new ways. This strategy can be used in writing and speaking. One way to use it is to string together items (words) in this way: Using forms like “going to the concert” with different pronouns like he, she, they, you. One may write: He’s going to the concert, she’s not. We’re going to the concert, too. I hope you’ll go with us.
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➭ Practicing Naturalistically (L, S, R,W) As applied to listening, this learning strategy involves using live speech which need not be completely authentic for listening exercises, that is, it may be modified to take into account the learners’ proficiency level. Tell the pupils the correct answers immediately after the exercise, so they can check their own performance. Then, explain in more detail the reasons why certain responses are preferred. This motivates them (learners) to use strategies such as self-monitoring and self-evaluating which motivate and enhance understanding.
practice that takes learner’s attention away from language learning and directs it toward the communication of meaning. Practicing naturalistically is important for developing writing skills. Individual writing efforts might include autobiographical sketches, interviews of family or friends, factual reports, stories, poems, and diary entries in the target language. •
Receiving and Sending Messages a. Getting the Idea Quickly (L, R) This strategy includes skimming and scanning. Skimming involves searching for the main ideas the speaker wants to get across, while scanning means searching for specific details of interest to the learner. Skimming and scanning in the classroom setting are often enhanced by another strategy like taking notes. b. Using Resources for Receiving and Sending Messages (L, S, R,W) This involves using resources to better understand what is heard or read. Printed resources like dictionaries, word lists, grammar books, and phrase books may be valuable. Encyclopedias, travel guides, magazines, and general books on culture and history can provide useful background information so that learners can better understand the spoken and written language.
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Analyzing and Reasoning These strategies help learners to use logical thinking to understand and use the grammar rules and vocabulary of the new language.
Practicing naturalistically involves using the language in an authentic way for reading comprehension. The most common medium of reading material is print. Print material in the target language is easy to reproduce. It is also inexpensive. In speaking, it involves practice in speaking the language for realistic communication. Speaking with other people in natural setting provides interactive, rapid, personal communication. Making friends with native speakers is one of the most important reasons for language learning. Help foreign language students find these opportunities for using the language conversationally. Combining Listening and Speaking calls for natural language use. Role plays, drama activities, games, simulations, and structured communication exercises offer
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➭ Reasoning Deductively (L, S, R,W) This is a very useful type of logical thinking. It involves deriving hypotheses about the meaning of what is heard by means of general rules the learner already knows.
that it means the same as in Bicolano and that “Maglabar ka.” means “Wash your face.” On the other hand, this strategy can lead to inaccuracy if learners transfer irrelevant knowledge across languages. To exemplify, an American notary is a clerk who has the responsibility of stamping and sealing legal papers. An American student thinks that a French notaire is the same thing, but the student finds out later that a French notaire is a trained lawyer with a professional status.
➭ Analyzing Expressions (L, R) It involves breaking down a new word, phrase, sentence, or even paragraph into its component parts. ➭ Analyzing Contrastively (L, R) It involves analyzing elements (sounds, words, syntax) of the new language to determine likenesses and differences in comparison with one’s own native language. It is very commonly used at the early stages of language learning to understand the meaning of what was heard or read. ➭ Translating (L, S, R,W) It allows learners to use their own language as the basis for understanding what they hear or read in the new language. It also helps learners produce the new language in speech or writing. ➭ Transferring (L, S, R,W) It means directly applying previous knowledge to facilitate new knowledge in the target language. This strategy is applicable to all four skills. Transferring works well when the language elements are directly parallel. For example, when Donnie hears the word labar in Chavacano, he knows through transfer
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Creating Structure for Input and Output ➭ Taking Notes (L, R,W) Note-taking skills can begin at very early stages of learning. Key points can be written in the learners’ own language at first. The simplest and most common form is that of raw notes which are unstructured and untransformed. If students take notes word for word, as in a dictation exercise, give them practice in listening for and taking notes on only the key points of information. After they are able to note the main parts, develop their skills in noting details. Provide exercises that require the student to take notes on their Listening and Reading. Let them take notes either in their own language or target language at first, but encourage them to move toward taking notes mostly solely in the target language. A metacognitive strategy associated with note-taking is organizing which includes keeping a notebook for gathering new language information and for tracking progress. 11
➭ Summarizing (L, R,W) Summarizing involves making a condensed shorter version of the original passage. It requires greater condensation of thought. An easy way to summarize is to place pictures which depict a series of events in the order in which they occur in the story. It is useful because it links the verbal with the visual. ➭ Highlighting (L, R,W) It emphasizes the major points through color, underlining, capital letters, initial capitals, big writing, bold writing, stars, boxes, circles, etc. C. Compensation Strategies These are strategies that help learners overcome gaps or knowledge limitations in all four skills. •
Guessing intelligently
Compensation strategies
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Overcoming limitations in speaking and writing
➭ Using linguistic clues ➭ Using other clues ➭ Switching to the mother tongue ➭ Getting help ➭ Using mime or gesture ➭ Avoiding communication partially or totally ➭ Selecting the topic ➭ Adjusting or approximating the message ➭ Coining words ➭ Using a circumlocution or synonym
Figure 4: Diagram of Compensation Strategies
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Guessing Intelligently ➭ Using Linguistic Clues (L, R) Suffixes, prefixes, stress, and word order are useful linguistic clues for guessing meanings. Linguistic clues are the guiding ideas of many correct guesses. ➭ Using Other Clues (L, R) Forms of address such as titles or nicknames help learners guess the meaning of what they hear or read. For example, the terms my pet, dear husband imply a close relationship between two characters; Dr., Professor, and Attorney are titles that indicate status. Observation of nonverbal behavior, such as the speaker’s tone of voice, posture, and relaxation, helps learners to understand what is being said. In listening and reading, an important source of clues to meaning is the text structure— introductions, summaries, conclusions, titles, transitions, and ways of dividing the text, author’s or writer’s structural, organizational use of words, phrases, numbers, and letters that indicate importance or priority such as first, second, etc. Structural clues are often given like By way of introduction…, We will now turn to…, In conclusion…, etc. Proper names may be used over and over to indicate importance. Graphs, pictures, tables, and appendices can help readers get an idea of the meaning.
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Overcoming Limitations in Speaking and Writing ➭ Switching to the Mother Tongue (S) It’s often called “code switching.” It involves using the mother tongue for an expression without translating it. ➭ Getting Help (S) It involves asking someone for help in a conversation by asking for the missing expression. It is similar to the strategy of asking for clarification or verification. In getting help, the learner wants the other person to give what the learner does not know, not to explain or clarify. ➭ Using Mime or Gesture (S) The learner uses physical motion such as mime or gesture, in place of an expression during a conversation. ➭ Avoiding Communication Totally (S)
Partially
or
It involves avoiding communication when difficulties are encountered. It also means avoiding the topic for which the learner does not know the words, concepts, or grammatical structures in the new language. ➭ Selecting the Topic (S,W) The learners choose the topic of conversation. They make sure that the topic is one in which they are interested and for which they possess the needed vocabulary and structures.
➭ Adjusting or Approximating the Message (S,W) It means using less precise expressions to substitute for more precise but unknown ones. Learners of the second language usually resort to this strategy when they simply cannot come up with the right or precise expression. ➭ Coining Words (S,W) It involves making up new words to communicate a concept for which the learner does not have the right vocabulary. For example, Alex might say airball to mean balloon; and Khalil a learner of English, is not familiar with the word bucket and he coins the word water-holder. ➭ Using Circumlocution or Synonym (S,W) The learner uses a roundabout expression involving several words to describe or explain a single concept or a synonym to convey the intended meaning. Example: Cora does not know car seatbelt so she says “I’d better tie myself in.” The chart below summarizes the direct strategies that are applicable for the four language skills–Listening, Reading, Speaking, and Writing.
Summary of Direct Teaching Strategies The direct strategies—memory, cognitive, and compensation strategies—are used to enhance performance in the four language skills. Some direct strategies like placing new words into a context, repeating, and reasoning deductively work across all four skills, while other direct strategies like grouping, semantic mapping, and mime or gesture are applicable for only one, two, or three of the four skills. 13
Summary of Direct Teaching Strategies Direct Strategies
Language Skills Listening Reading Speaking Writing L R S W
1. Memory Strategies • Creating Mental Linkages a. Grouping b. Associating or Elaborating c. Placing new words into a context • Applying Images and Sounds 1. Using imagery 2. Semantic mapping 3. Using keywords 4. Representing sounds in memory • Reviewing Well • Employing Action a. Using physical response or sensation b. Using mechanical techniques 2. Cognitive Strategies • Practicing a. Repeating b. Formally practicing with sounds and writing systems c. Recognizing and using formulas and patterns d. Recombining e. Practicing naturalistically
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✓ ✓ ✓
✓ ✓ ✓
✓ ✓ ✓ ✓
✓ ✓ ✓ ✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓ ✓
✓ ✓
• Receiving and Sending Messages a. Getting the idea quickly b. Using resources for receiving and sending messages • Analyzing and Reasoning 1. Reasoning deductively 2. Analyzing expressions 3. Analyzing contrastively 4. Translating 5. Transferring • Creating Structure for Input and Output 1. Taking notes 2. Summarizing 3. Highlighting 3. Compensation Strategies • Guessing Intelligently a. Using linguistic clues b. Using other clues • Overcoming Limitations in Speaking and Writing a. Switching to the mother tongue b. Getting help c. Mime or gesture d. Avoiding communication partially or totally e. Selecting the topic f. Adjusting or approximating the message g. Coining words h. Using a circumlocation or synonyms
✓ ✓
✓ ✓
✓ ✓ ✓ ✓ ✓
✓ ✓ ✓ ✓ ✓
✓ ✓ ✓
✓ ✓ ✓
✓ ✓
✓ ✓
✓
✓
✓
✓
✓ ✓
✓ ✓
✓ ✓ ✓
✓ ✓ ✓ ✓ ✓
✓
✓
✓
✓ ✓
✓ ✓
2. Indirect Strategies Indirect strategies are categorized into metacognitive, affective, and social. They are called “indirect” because they reinforce and bring about language learning without directly involving the target language. All of these indirect strategies are essential in all language learning situations. Like the direct strategies, all of them are applicable to the four language skills—listening, speaking, reading, and writing. 1. Metacognitive Strategies
• • •
Although metacognitive strategies are important for successful language learning, they are used less often than cognitive strategies by language learners. If ever they are used, students use them with little self-evaluation or self-monitoring. It is important that students must learn much more about metacognitive strategies. Centering your learning
➭ Overviewing and linking with already known material ➭ Paying attention ➭ Delaying speech production to focus on listening
•
Arranging and planning your learning
➭ Finding out about language learning ➭ Organizing ➭ Setting goals and objectives ➭ Identifying the purpose of a language task (purposeful listening or reading or speaking or writing) ➭ Planning for a language task ➭ Seeking practice opportunities
•
Evaluating your learning
➭ Self-monitoring ➭ Self-evaluating
•
Centering your learning Arranging and planning your learning Evaluating your learning
2. Affective Strategies
• • •
Lowering your anxiety Encouraging yourself Taking your emotional temperature
3. Social Strategies
• • •
Asking questions Cooperating with others Empathizing with others
Metacognitive Strategies
Figure 5: Diagram of the Indirect Strategies from Oxford, 1990
a. Metacognitive Strategies These strategies allow learners to manage their own learning through organizing, planning, and evaluating. There are three sub-sets of Metacognitive Strategies. They are Centering Your Learning, Arranging and Planning Your Learning, and Evaluating Your Learning.
Figure 6: Diagram of the Metacognitive Strategies from Oxford, 1990
•
Centering Your Learning These strategies allow learners to focus their attention on certain language tasks, activities, skills, or materials. 15
➭ Overviewing and Linking with Already Known Material
➭ Setting Goals and Objectives The learner sets aim for language learning like finishing writing a summary of a short story by Saturday or conducting an interview with the principal before the classes end.
This strategy can be achieved by observing the following steps: 1) learning why the activity is being done,
➭ Identifying the Purpose of a Language Task
2) building the needed vocabulary, and;
This is popularly called as Purposeful Listening or Speaking or Reading or Writing.
3) making the associations. ➭ Paying Attention
➭ Planning for a Language Task
It calls for a strong determination of the learner to pay attention only to specific aspects of the language and to ignore distractors.
This strategy has four steps: 1) describing the task or situation, 2) determining its requirements,
➭ Delaying Speech Production to Focus on Listening
3) checking one’s own linguistic resources, and;
It means deciding in advance to delay speech production in the new language which is called “silent period” of delayed speech until listening comprehension skills are better developed. •
4) identifying additional language elements or function necessary for the task or situation. ➭ Seeking Practice Opportunities
Arranging and Planning Your Learning
It means looking for opportunities to practice the new language in ordinary situations like going to the movies, attending a party, or joining organizations where the target language will be spoken.
There are six subsets of these strategies which allow learners to organize and plan so as to get the most of language learning. ➭ Finding Out About Language Learning It involves reading books and talking with other people, and then using the information to help improve one’s own language learning. ➭ Organizing It includes organizing one’s schedule, physical environment (e.g. space, temperature, sound, lighting), and language learning notebook. 16
•
Evaluating Your Learning There are two strategies in this set used to aid learners in checking their language performance. One strategy involves noticing and learning from errors, and the other involves evaluating overall progress.
•
Lowering your anxiety
➭ Using progressive relaxation, deep breathing, or meditation ➭ Using music ➭ Using laughter
•
Encouraging yourself
➭ Making positive statements ➭ Taking risks wisely ➭ Rewarding yourself
•
Taking your emotional temperature
➭ Self-monitoring This strategy involves identifying errors to enable the learners to understand or produce the new language by determining which ones cause confusion so that the errors can be eliminated. The pupils notice and correct their own errors in any of the language skills. ➭ Self-evaluating
Affective Strategies
This strategy includes evaluating one’s own progress in the new language by checking whether there is an improvement in the understanding or in the learning of the skills within a period of time. b. Affective Strategies The word affective draws attention to emotions, attitudes, motivations, and values. It embraces such notions as self-esteem, attitudes, motivation, inhibition, risk-taking, and tolerance for ambiguity. The affective aspect of the learner is considered one of the biggest influences on language learning success or failure. Teachers can exert a remarkable influence over the emotional atmosphere of the classroom in many ways.
➭ Listening to your body ➭ Using a checklist ➭ Writing a language learning diary ➭ Discussing your feelings with someone else
Figure 7: Diagram of the Affective Strategies from Oxford, 1990
•
Lowering Your Anxiety Too much anxiety and tension in the classroom blocks language learning. Anxiety-reducing strategies like laughter, deep breathing, and positive statements coming from the teacher can help learners to calm down and overcome their inhibitions. ➭ Using Progressive Relaxation, Deep Breathing, or Meditation It involves relaxing the muscles of the body through deep breathing or meditating by focusing on a mental image or sound. ➭ Using Music Listening to soothing music such as a classical concert offers relaxation and “healing.”
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➭ Using Laughter Watching a funny movie, reading a humorous book, and listening to jokes help lower the level of anxiety. •
Encouraging Yourself Self encouragement includes saying positive statements to oneself, encouraging oneself to take risks, and providing rewards. ➭ Making Positive Statements Lifting one’s spirit by saying or writing positive statements to oneself increases more confidence in learning a new language. ➭ Taking Risks Wisely In taking risks, one should remember that it must be modulated with good judgment.
•
Taking Your Emotional Temperature These strategies help learners to assess their feelings, motivations, and attitudes and relate them to language tasks. ➭ Listening to Your Body The body gives signals reflecting stress, tension, worry, fear, and anger or they may be happiness, interest, calmness, and pleasure. ➭ Using a Checklist By using a checklist, the learner discovers feelings, attitudes, and motivations related to language learning in general as well as to specific language tasks. ➭ Writing a Language Learning Diary Writing a diary or journal is used to keep track of events and feelings and proves effective in the process of learning a new language.
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➭ Discussing Your Feelings with Someone Else This involves talking with another person to discover and express feelings about language learning. c. Social Strategies Learning a language involves other people and applicable social strategies are essential in this process. Three sets of social strategies with two subsets in each one are shown in the figure below.
Social Strategies
•
Asking questions
➭ Asking for clarification or verification ➭ Asking for correction
•
Cooperating with others
➭ Cooperating with peers ➭ Cooperating with proficient users of the new language
•
Empathizing with others
➭ Developing cultural understanding ➭ Becoming aware of others’ thoughts and feelings
Figure 8: Diagram of the Social Strategies from Oxford, 1990
•
Asking Questions This subset of strategies involves asking someone or another person for clarification, verification, or correction. ➭ Asking for Clarification or Verification The learner may ask the speaker to repeat, paraphrase, explain, slow down, or give examples. ➭ Asking for Correction Asking for correction may manifest in conversation, but may also occur in writing.
•
Cooperating with Others These strategies involve interacting with people to develop language skills. They are the foundation of cooperative language learning which strengthen selfworth and social acceptance. ➭ Cooperating with Peers This strategy involves a learning partner, a pair, or a small group. ➭ Cooperating with Proficient Users of the New Language Working with native speakers or fluent speakers of the new language demands specific attention to the conversational roles each person takes on.
Summary of Indirect Teaching Strategies Meanwhile, there are three kinds of indirect strategies— metacognitive, affective, and social strategies—which can be applied to the four language skills. Each one of these indirect strategies enhances learners’ growth in each of the four skills. Indirect Teaching Strategies (for all Language Skills) 1. Metacognitive Strategies • Centering Your Learning a. Overviewing and linking with already known material b. Paying attention c. Delaying speech production to focus on listening • Arranging and Planning Your Learning
•
Empathizing with Others
a. Finding out about language learning
The two strategies under this subset ensure the development of empathy when the language learners use them.
b. Organizing
➭ Developing Cultural Understanding It means trying to identify or empathize with another person through learning about the culture and trying to understand the other person’s attitude towards that culture. ➭ Becoming Aware of Others’ Thoughts and Feelings This strategy entails observing the behaviors of other people as a possible expression of their thoughts and feelings.
c. Setting goals and objectives d. Identifying the purpose of a language task e. Planning for a language task f. Seeking practice opportunities • Evaluating Your Learning a. Self-motivating b. Self-evaluating 2. Affective Strategies • Lowering Your Anxiety a. Using progressive relaxation, deep breathing, or meditation
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b. Using music c. Using laughter • Encouraging Yourself a. Making positive statements b. Taking risks wisely c. Rewarding yourself • Taking Your Emotional Temperature a. Listening to your body b. Using a checklist c. Writing a language learning diary d. Discussing your feelings with someone else 3. Social Strategies • Asking Questions a. Asking for Clarification or Verification b. Asking for Correction • Cooperating with Others a. Cooperating with Peers b. Cooperating with Proficient Users of the New Language • Emphatizing with Others a. Developing Cultural Understanding b. Becoming Aware of Others’ Thoughts and Feelings
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C. Examples of Activities and Strategies Used These classroom activities are presented to illustrate the use of strategies in different contexts. To help learners develop and use strategies effectively, teachers have to model and practice them in class. In a strategy-based classroom, it is one of the teacher’s many responsibilities to help every pupil in his or her class become a successful and independent learner. 1. Activity: My Name Names are significant to all people including children. Learning the names of their classmates with the help of their enlarged ID pictures will advance the sense of belongingness in the pupils. Made from enlarged photos, create a border for the chalkboard or a mobile of photos that hangs from the ceiling. Pupils practice forming sounds as they point to the pictures with their written names. These familiar names and their sounds will also help the pupils when they start to read sight words. As one of the beginning-of-the-year activities, call two or three pupils a day to introduce themselves as they point to their photos, say their names, and tell something about themselves. Strategies used: Representing Sounds in Memory Practicing Naturalistically 2. Activity: I Know Your Name This is an advance version of My Name which can also be used at the beginning of the school year. Write each child’s name on an index card or a cardboard. Have the children gather around a large pocket chart where these index cards are inserted. Then, follow these six steps.
1. Tell the class the day’s selected letter. (J, for example.) 2. Ask the children to guess or predict whether there are more children whose name contains the letter J than there are without a J. Remind the pupils to look for the letter in focus (that is letter J) anywhere within each name, not only at the beginning. 3. Call each pupil to the chart and ask him or her to determine whether or not the letter is in his or her name. Let her place the name card at the top of the chart if it contains the letter (J) or at the bottom of the chart if it does not. 4. After the pupils’ names are placed completely in the pocket chart, have the pupils check their prediction to know whether there are more or fewer names with the letter of the day (J) in them. 5. Have the class cheer each name that contains the selected letter. They may clap their hands as they say each name. The cheering engages all children in the activity and fosters better pupil to pupil relationship. 6. Continue the I Know Your Name game the next day with a new letter, until the entire letters of the alphabet have been reviewed. Strategies used: Associating or Elaborating Using Physical Response Guessing Intelligently
3. Activity: Come and See a Puppet Show Children can make puppets out of paper bags, socks, gloves, construction paper, popsicle sticks, and straws. Let the children play the role of one of the characters of a story they have read or heard. Have them summarize the story or read a dialogue from the text. Through reading they learn to recognize quotation marks in print while summarizing provides an authentic review. The children can share their performances with the rest of the class, or videotape them to be enjoyed with others like the parents during special classroom or school celebrations. Strategy used: Summarizing 4. Activity: Words that Are Alike Working with rhymes focuses young readers on word patterns. At the start of the year, focus on rhyming words that continue regular word patterns like: man, ran, can
shout, stout, about
lad, sad, bad
pink, sink, mink
ride, hide, side
snow, blow, grow
Introduce the pairs below to the pupils who can use and understand alternate spellings. The presentation of these more complex patterns will help disprove the common misconception that rhyming words are always spelled alike. meat, meet
sea, see
two, too
hear, here
blue, blew
right, write
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Chunking involves analyzing words by breaking them into decodable parts. For example, you may write the word rice on the blackboard. Then, underline the chunk -ice and ask the pupils if they can think of other words that end with this chunk (nice, mice, dice, vice). Ask them to spell each suggested word before writing it on the blackboard. Give unfamiliar words like spice and thrice and ask the pupils to read them. This tells you whether the pupils can transfer the chunk into an unfamiliar context. Strategy used: Recognizing and Using Formulas or Patterns 5. Activity: Yes or No Game Call out a pair of words to the pupils. Tell them to write the word Yes if the words have the same sound or No if they don’t have the same sound. Each pair of words has a number, and the word Yes or No will be written next to the appropriate number. Show this example on the blackboard.
Word Pair 1. 2. 3. 4. 5.
boy/toy
Yes (the same) or No (not the same) No
An alternative for this kind of activity would be sets of words and the students are asked to indicate 22
which word is not the same as the others. For the set RING, BRING, RING, RING, the pupils will encircle bring to show that this word in the series is not like the others. Strategy used: Practicing with Sounds 6. Activity: Let’s Do It Give your pupils commands like stand up, sit down, touch (someone’s shoulder), close (the windows), open (the book to page 5), etc. You can also include commands that tell pupils to do certain physical positions that are sometimes funny and may provoke laughter in class. You may demonstrate different movements yourself. They will focus their attention to what you are actually saying. Then ask them to pair up and give each other commands. Strategy used: Using Physical Response 7. Activity: Poems to Keep Before reading the poem, have the class preview the text. It means that the pupils will go on a “picture walk” by briefly discussing the illustrations or pictures in the text. They may also share their personal experiences which may be related to the text. Then, ask the children to close their eyes. Let them visualize or create mental pictures as they listen to the text. Visualization stirs their imagination. Give the children copies of the poem and have them draw what they visualized on their copy. You may, as a teacher, explore other activities with the poem such as asking the pupils to underline the name words or encircle the action words in it.
Let the pupils file their poems in an envelope. As they collect a number of poems, have them bind their collection and create their own Table of Contents. Strategies used: Previewing Visualizing 8. Activity: Save the Earth Performances Read a newspaper item related to the deteriorating state of our environment or the effects of global warming like the dwindling forest resources or the disappearance of animals in the forests. First, have them access their own knowledge about the news items. The children focus on important information as they read books, magazines, and other resources. They write down facts about the news. Then they can share their reports with their classmates. The children can vary the presentation by assuming the role of a forest ranger or a scientist and focus on the facts as he or she is being interviewed by a “reporter.” Strategies used: Taking notes Using Resources for Receiving and Sending Messages or Accessing. 9. Activity: Follow the Flowchart Write on individual cards or strips of paper separate events in a story or poem. For example, from the narrative poem The Owl and the Pussycat by Edward Lear, you write on each card one of the following events. 3 The owl played his guitar and sang to pussy cat, “What a lovely pussy you are.” 2 They took some honey and much money.
1
The owl and the pussy cat sailed on a beautiful pea-green boat. 6 They sailed away for a year and a day to look for a ring. 4 “Let us get married,” said the pussy cat. 7 In the woods, they saw a pig with a ring at the end of his nose. 5 “But we don’t have a ring,” she added. 10 The owl and the pussycat were so happy and they lived happily ever after. 8 They bought the ring for one shilling. 9 They were married next day by the turkey who lived on a hill. Distribute the sequence cards to the pupils who are seated in groups. Give each group one to three cards depending on the length of the summary. Each group reads the cards and decides whether the first sentence in the summary comes from their group. If the group has the first sentence, they tape it on the flowchart where it is followed by the remaining sentences. As a new sentence or event is added, the children draw arrows between the cards to show the flow of the story. The children read the completed flowchart and check on the story sequence. Strategy used: Summarizing 10. Activity: Jigsaw Reading This is done by cutting up a text and asking the students to put it back again. This activity can be done in varied ways such as: 1. matching pictures with the stories, advertisements, or articles from which they came, 23
2. matching headlines with the newspaper articles, 3. matching cartoons with their captions, and 4. matching pictures, captions, and text that have been split-up and putting them all together in the right order. Example: Match the captions with the cartoon on the next page. Captions: 1. I can’t take anymore appointments today, Tom! I already have 18 cavities to fill. 2. Hey! That looks like my dentist on the golf course! 3. Boy! Look at that. I’m overdue for a cleaning. 4. Hate to do that, but it’s such a beautiful day! 5. Dr. Nelson, do you think you could squeeze me in? 6. Heh, heh! Holes, cavities! What’s the difference? Strategies used: Recombining Getting the Idea Quickly Using Linguistic Clues
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III. The Lesson Plan Why We Prepare the Lesson Plan All good teachers have with them a well-prepared lesson plan whenever they walk into the classroom. The lesson plan is an extremely useful tool for teachers. It guides the teachers in knowing what goals or objectives they have set for the students to achieve. It is also a record of what transpired in class and could serve as a valuable source when planning assessment measures like short quizzes and periodical tests. Besides, lessons that have been previously taught and recorded in the lesson plan can be useful in teaching the same subject the following year. It gives an account of what the pupils achieved the previous year which could help them monitor and evaluate the pupils past performance while they prepare for the next school year. In addition, when a teacher is absent or goes on leave, the substitute teacher will certainly be needing a lesson plan. It will serve as a guide as he or she creates smooth transitions and linkages between the previous lessons and the new lessons which he or she now has to write. If teachers expect their students to come to class prepared and ready to learn, it is imperative that teachers also come to class prepared and enthusiastic to teach. Guiding Principles in Lesson Planning Seasoned teachers say that lesson planning becomes easier as teachers gain experience in the classroom. They strongly believe that a well-written lesson ensures success in the teaching and learning process. Jensen (2001) mentions three basic principles in lesson planning. These principles, she claims, have proven useful not only for the second language teachers, but for all teachers. 1. A good lesson should demonstrate coherence and flow. This means that the lesson sticks together in such
a way that the ideas belong together and are consistent throughout, that is from the objectives down to the last part of the lesson which could be the enrichment activity. The transitions from one activity to another should be smooth and clear. 2. A good lesson manifests variety. Each daily lesson should have some amount of variety to avoid boredom in the classrooms. There are days when students work as a whole class, in small groups, in dyads, or individually. The length of time spent on various activities also varies depending on the difficulty or ease of the subject matter being discussed. 3. A good lesson shows flexibility. A good lesson plan tries to anticipate potential problems and possibilities which may happen in the classroom. It should include alternative activities in case it is necessary to divert from the activities we want to accomplish. We need to leave what we are doing and use different activities altogether. Conclusion: The teacher writes the lesson plan for the benefit of the students. However, our plan is just a “suggestion” of what we might do in class. Our success in using the plan depends on how our students respond to it and what they achieve from it. From Scrivener’s wise words, “Prepare thoroughly, but in class, teach the learners—not the plan.” (Celce Murcia, 2001).
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LESSON PLANS Grade 1 ➲ Lesson 1 I.
Objectives A. Listening: Identify speech sounds heard B. Speaking: Produce words listened to C. Reading: Associate names of objects with their printed symbols D. Writing: Copy sentences from a model
II. Subject Matter A. Listening: Listening to words with initial consonant /f/ and /p/ B. Speaking: Saying words with initial /f/ and /p/ C. Reading: Associating pictures with words D. Writing: Copying letters and sentences III. Materials A. Textbook used in English B. Pictures IV. Learning Activities A. Listening 1. Before Listening Introduce the topic to the child by letting them sing the Alphabet Song. Then call on pupils whose names begin with /f/ and let them stand. Ask each one to say his or her name saying “I’m ___.” 26
2. While Listening With a sheet of paper, demonstrate how to produce the f sound. Explain to the pupils that /f/ is correctly produced if the piece of paper placed near the mouth moves. Model the pronunciation of beginning f sound in words such as fish, flower, fly, etc. Follow the same procedure in teaching the p sound. However, explain to them that the piece of paper placed near the mouth should not move as fast as in sounding /f/. 3. After Listening Say: “I’m going to say pairs of words. If a pair of words has the same beginning sound, say Yes, if not, say No. Listen very well to the pair of words.” 1. pan – fan 5. pen – fish 2. pin – pen 6. four – four 3. pot – pot 7. puppy – puppy 4. feet – foot 8. pail – fail B. Speaking 1. Motivation Ask the pupils to name some objects they see in the classroom. Say: “Let’s see how well you can identify some objects around you.”
2. Presentation of objects Show objects whose names begin with /f/ or /p/ and let the pupils give the name of each object.
2. Place the pictures on the pocket chart or on the chalk ledge. (pictures that begin with p and f) Name the picture and ask the pupils to point to the picture.
3. Speaking Task Divide the class into groups and introduce this game—Picture Search. Say: “I’m going to give each group some pictures. Look for pictures whose names begin with /p/ or /f/.” Give them time to do this activity. After a few minutes, let each group give the names of the pictures they have identified. Observe if the words with /f/ or /p/ are pronounced correctly. Check their pronunciation.
D. Writing Let the pupils copy the letters and sentences on their paper. Ff Ff Ff Ff Fe has a fan.
C. Reading Write this exercise on the board. 1. Draw a line to match the pictures in Column A with the words in Column B. Write the word on your paper.
V. Evaluation Say the name of the pictures. Write the missing letter of the words.
Column A
Column B •
•
pen
•
•
pencil
•
•
fish
•
•
fire
•
•
cat
•
•
food
Pp Pp Pepe has a pen.
Pp
1.
–
___an
2.
–
___ork
3.
–
___an
4.
–
___airy
5.
–
___inger
6.
–
___ail
7.
–
___apaya
Pp
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8.
–
___ish
9.
–
___eet
10.
–
___in
VI. Extension Activity Tell the pupils to draw or cut out pictures of objects that begin with p and f. To the Teacher: This is a sample lesson plan showing integration of the four phases of communication arts namely, listening, speaking, reading, and writing. The teacher may follow the format or the suggested learning activities in teaching the other initial and final consonants and vowels.
➲ Lesson 2 I.
Objectives A. Listening: Get the main idea of a selection heard B. Speaking: Use personal pronouns C. Reading: Tell what the picture or series of pictures is about D. Writing: Copy sentences correctly
II. Subject Matter A. Listening: Listening to a story
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B. Speaking: Using personal pronouns, she and he C. Reading:
Telling what a composite picture is about
D. Writing:
Copying 2 to 3 sentences with the correct punctuation marks
III. Materials A. Textbook used in English B. Pictures IV. Learning Activities A. Listening 1. Before Listening Show pictures of animals. Let them talk about the animals that they know. Ask them if they have pet animals. Tell them that they are going to listen to a story. Give some standards to be followed while listening to the story. 2. While Listening Ben and Nena have pets. Nena has a pet cat. She feeds her cat everyday. Ben has a pet dog. He feeds his dog everyday, too. Ben and Nena love their pets. 3. After Listening Let the pupils answer the following questions: a. Who has a pet cat? b. Who has a pet dog? c. What is the story about?
B. Speaking 1. Motivation Show pictures about the story, a girl with a cat and a boy with a dog. Say: “This is Nena. Nena has a pet cat. She loves her pet. This is Ben. Ben has a pet dog. He feeds his pet every day.” 2. Presentation of Sentences a. Write the sentences on the board and let the pupils read after you. Give emphasis on the pronouns she and he. Ask: “Who loves her pet? What word is used for Nena? Who feeds his pet everyday? What word is used for Ben?” b. Place pictures on the pocket chart or on the chalk board to form this web.
With this web, let the pupils understand that he refers to a boy or a male and she refers to a girl or a female. 3. Speaking Tasks a. Let the pupils identify each picture following the pattern He or She is a __________.
_____ is a farmer.
_____ is a nurse.
_____ is a teacher.
_____ is cooking.
Brother He
Father
Boy or Male
Grandfather
Sister She
Mother Grandmother
Girl or Female
(Give additional pictures for your practice.) b. Place several pictures on the table and call on a boy and a girl. The girl will look for pictures to be placed in the pocket chart under She, the boys will look for pictures to be placed under He. The first one to finish and identify the picture correctly wins the game. 29
C. Reading 1. Before Reading Recall the story used in listening. Let the pupils tell about the characters in the story. Display pictures showing the following:
2. While Reading Let the pupils study the pictures. Read the sentences three times while the pupils repeat after the teacher. Then the pupils choose the sentence that best tells about the picture. 1.
a.
a. The boy helps the woman. b. The basket is big. c. The boy looks at the woman. b.
c.
Ask: “Which picture tells what the story is about?� 30
2.
a. Mother bird looks for worm. b. Mother bird feeds the baby birds. c. The baby birds like to eat. (The teacher is requested to add some more pictures to this activity.)
3. After Reading Draw a line to connect the picture in Column A with what it tells about in Column B. Column A
Column B
•
•
my doll
D. Writing Copy these sentences on your paper correctly. Mother buys fish. She is in the market. V. Evaluation Write He or She on the blank. This is Alma. ______ is six years old.
•
•
in the market
This is Mang Ambo. ______ is a farmer.
This is Rudy. ______ is my classmate. •
•
in the garden
This is Mr. Ramon ______ is my father.
•
•
my birthday cake
VI. Extension Activity Draw or cut out pictures from magazines about: A. Things that belong to or are used by the girls (girls) B. Things that belong to or are used by the boys (boys) 31
➲ Lesson 3 I.
Objectives A. Listening: Note details in a selection heard B. Speaking: Use the pronoun that agrees in gender with its antecedent C. Reading: Answer wh-questions based on stimuli presented D. Writing: Write from dictation
II. Subject Matter A. Listening: Answering wh-questions B. Speaking: Using I and You C. Reading: Answering wh- questions from composite pictures D. Writing: Writing from dictation—common sentences or expressions learned previously III. Materials A. Textbook used in English B. Pictures, pocket chart IV. Learning Activities A. Listening 1. Before Listening Let them sing the song I Have Two Hands. Let them identify the parts of their body. Say: “Animals have body parts, too. They have feet, eyes, nose, and ears.” 2. While Listening Tell them that they are going to listen to a story. Let them find out what the animal is and what its body parts are. 32
Listening to a Story The Baby Monkey Baby Monkey calls his mother. He says, “I have two ears. I have two eyes, too.” Mother says, “Yes, you have two eyes and two ears.” Baby monkeys holds his nose and mouth. He says, “I have only one nose and mouth.” Mother says, “Yes you have only one nose and mouth, but you have four feet.” Baby monkey laughs, “I have four feet. I can run fast.”
3. After Listening Ask the pupils the following questions: a. Who are talking in the story? b. What does baby monkey say to his mother? c. What does mother say? d. What are the body parts of the monkey? B. Speaking 1. Motivation Say: “Let us have a dialogue between baby monkey and mother monkey. I will be the mother monkey.” Call on a pupil to be baby monkey. 2. Presentation of the Dialogue Give a clue to the pupil to start the dialogue asking: “How many ears do you have?” PUPIL: I have two ears. I have two eyes. TEACHER: Yes, you have two ears and two eyes. What other parts do you have?
I have four feet. I have one nose. TEACHER: Yes, you have four feet. You have one nose. 3. Speaking Task a. Tell the pupils to get their partner and have this conversation practice on the use of the structure You and I and for oral communication. Let the pupils understand that I is used to refer to oneself. You is used for the person you are talking with. b. Tell the pupils to work in pairs. One of them will show something to his partner and say: “I have a pencil.” His or her partner will answer: “Yes, you have a pencil.” Call on several pupils to do this activity. PUPIL:
C. Reading 1. Before the Reading Have a recall of the story heard in listening. Ask: “Have you seen monkeys? Where did you see them?” Show this picture to the pupils. Ask these questions. 1. What animals do you see in the picture? 2. Where are the birds? 3. What are the goose or ducks doing? 4. What are found inside the glass cage? 5. What are the monkeys doing? Write the words eyes, ears, nose, mouth, and feet on the chalkboard. Then say each word slowly and have the children repeat the word. Distribute picture cards related to the words above. Tell the children to match the pictures with the words on the chalkboard.
The Baby Monkey
Baby Monkey calls his mother. He says, “I have two ears. I have two eyes, too.” Mother says, “Yes, you have two eyes and two ears.”
Baby monkey holds his nose and mouth. He says, “I have only one nose and mouth.”
Mother says, “Yes you have only one nose and mouth, but you have four feet.” Baby monkey laughs, “I have four feet. I can run fast.”
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2. While Reading Show the pictures that accompany the text while reading the story aloud. Ask the questions below. Story Questions a. Who calls his mother? b. What does baby monkey say? c. What other parts of his body does baby monkey show his mother? d. Why do you think does baby monkey laugh? 3. After Reading Lead a discussion on what animals have two feet or four feet. Have the children draw the animal they would like to have for a pet. D. Writing Dictate the following. I am _____ (name of pupil). I am in Grade One.
I have a pet dog. You have a pet bird.
2. ______ have a bag.
3. ______ have a ball.
4. ______ have a balloon.
V. Evaluation A. Check the individual written works of the pupils. Ask the pupils to write the sentences on the board. Let them understand that the sentences should begin with a capital letter and end with a period. B. Complete the sentence with you or I.
1. ______ have a book.
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5. ______ have a doll.
VI. Extension Activity A. Ask the pupils to tell what they have in their bags. B. Ask them to tell what their teacher has in his or her bag.
➲ Lesson 4 I.
Objectives A. Listening: B. Speaking: C. Reading: D. Writing:
Note details in a selection heard Use verbs in the simple present form Answer wh-questions based on stimuli presented Copy a paragraph with 2 to 3 sentences
II. Subject Matter A. Listening: Identifying setting, character, and events in a story heard B. Speaking: Using verbs in the simple present form C. Reading: Answering questions based on an experience chart D. Writing: Copying the names of characters of a story heard III. Materials A. Textbook used in English B. Pictures Kitty Kitty is a kitten who once lived in the toy department of a big store. Day after day, she waited with all the other toys for somebody to come along and take her home. The store was always filled with shoppers buying all sorts of things, but no one ever seemed to want a small kitten in pink jumper. One morning, a little girl stopped by and looked at Kitty’s bright eyes. “Oh, Mommy!” she said. “Look! There’s the toy I’ve always wanted.”
“Not today, sweetheart. I’ve spent too much already. We will come back some other time. Besides she doesn’t look new. She’s lost the ribbon to one of her shoulder straps,” Mommy sighed. Kitty watched them sadly as they walked away. Late that evening, when all the shoppers had gone and the doors were locked, Kitty climbed carefully down the shelf and headed to the escalator. She wanted to look for a ribbon. She went to the second floor where she saw beds, chairs, and tables. She looked here and there. Where can it be. She wandered around admiring the soft pillows and mattresses, “This must be a bed,” she said. And she crawled onto a large, soft pillow. The night guard was doing his rounds. He flashed his light under and over small and big beds until he came to the biggest bed of all. And there, he saw Kitty. “Hello!” he said. “How did you get here?” The guard tucked Kitty under his arm and set her on the shelf in the toy department with the other animals. The first customers came into the store in the morning. And there, looking at Kitty with a smile, was the same little girl she had seen only the day before. “I’m Anne,” she said, “and you’re going to be my very own. Last night I counted my savings and Mommy said I could bring you home.” “Shall I put her in a paper bag?” the saleslady asked. “Oh no, thank you,”Anne answered. And she carried Kitty home in her arms.
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IV. Learning Activities A. Listening 1. Before Listening Ask the pupils how many of them have a favorite toy. Encourage them to share experiences they have had with a favorite toy. Talk about how they got the toy (as a gift, from a store, handmade). Let them describe their favorite toy. 2. While Listening a. Have the children look at the picture of Anne and Kitty, the toy kitten. b. Tell the children that at first, Kitty was waiting to be bought by someone. Have them listen to find out what happens to her by the end of the story. c. Read the story aloud. You may use pictures that accompany the text. d. Ask the following questions during the reading to help the children understand and enjoy the story. 1. How do you think Kitty felt when Anne and her Mommy left? 2. What do you think would Kitty do when she learns that a ribbon in her jumper is missing? 3. How do you know that Anne wants Kitty for her very own? 3. After Listening Ask the following questions to help pupils recall the story and to motivate discussion. • At the beginning of the story, where was Kitty? (on the toy shelf in the store) 36
• •
Why did Kitty climb down the shelf at night? (to look for a ribbon) How do you know that Anne really wanted Kitty for her very own? (She paid for her with her own money. She took Kitty home with her.)
B. Speaking 1. Motivation Show a picture of Kitty waiting on the shelf for someone to buy her. Let them understand that this scene is from the beginning of the story. Let them recall what happened after this part of the story. 2. Presentation of Pictures Present the picture to help the children recall events in the story. They may respond to the story by giving sentences like: Anne goes away. Kitty looks for a ribbon. Anne comes back. Anne buys Kitty. She takes Kitty home with her. 3. Speaking Tasks a. Explain that they will each draw a picture that shows a special toy that they own or want to own. Give them enough time to think and discuss the toys they will draw. b. Let the children share their drawings with the group and describe the toys they drew.
C. Reading 1. Before the Reading Talk with children about the order of events in a story. Explain that order is the way one thing in a story happens before another. Remind the children that when the story began, Kitty was waiting on the shelf for someone to buy her. 2. During the Reading a. Write these sentence on the board and read them aloud: Kitty waited on the toy shelf. Anne saw Kitty. She took her home. b. Ask the children what happened first, next, and last. Explain to the children that being able to tell what happens first and at the end of a story helps them remember and retell the story in their own words. c. Have the children look at the pictures and think about the order of events in Kitty. Let them write 1, 2, and 3 in the boxes to indicate the correct sequence.
3. After Reading a. Using the pictures, let the children tell this part of the story in their own words. b. Ask the children why it is important to know what happens first, next, and last in a story (to help readers understand and retell the story). D. Writing Explain that knowing who is in a story is also important. Have the children think about the story, Kitty. On a chart or chalkboard write the word Who? Next to the word, list the characters in the story as the children mention them. Who? Anne
mother
Kitty
guard
V. Evaluation 1. Have the children listen carefully to this summary of the story, Kitty. Then ask them to retell the story in their own words. Anne wanted to buy a toy at the store. Mother said she couldn’t buy the kitten. Anne went home and got some money she had saved. The next day, Anne came back to the store and bought the toy Kitty. 2. Emphasize the proper sequencing of events in the story. 37
VI. Extension Activity Look for action words in the box. Copy them on your paper. mother table
walk wash
have pray
run paper
play
Lesson 5 I.
Objectives A. Listening: Select the details of a story heard from a set of pictures B. Speaking: Use the simple present form C. Reading:
Group pictures on similar ideas
D. Writing:
Write names of common objects learned in listening and speaking
II. Subject Matter A. Listening: Identifying the details of a story heard B. Speaking: Using the -s form of the verb C. Reading:
Grouping pictures under correct headings
D. Writing:
Writing names of common objects used in school
III. Materials A. Textbook used in English B. Pictures, pocket chart
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IV. Learning Activities A. Listening 1. Before Listening Show pictures of an ant and a grasshopper. Ask the pupils to tell what they know about these insects. The Ant and the Grasshopper A Grasshopper was hopping around the grass. He saw the ant. “Friend Ant, come and play with me,” said the grasshopper. The ant said, “Thank you, my friend. I’m busy getting food. It will rain soon. I don’t want to get hungry.” Soon, it began to rain. The ant had food. The grasshopper had no food. The grasshopper said, “The ant was right. I need to work.”
2. While Listening Tell them that the ant didn’t like to play with the grasshopper. Let them find out the reason why and what the grasshopper learned from the ant. 3. After Listening Draw the following pictures and place them on the pocket chart:
Look for the pictures that answer these questions: a. Where was the grasshopper? b. Whom did the grasshopper meet? c. What was the ant doing? d. What happened to the grasshopper? B. Speaking 1. Motivation Have a review of the action words studied in the previous lesson. Ask: “What were the actions done by the grasshopper?” Have them read these sentences. The grasshopper hops on the grass. The grasshopper plays on the grass. The ant crawls on the grass.
Ask: “What does the dog do?” The dog sleeps on the floor. Let the pupils understand that the action words end in -s when we talk of one person or animal. 3. Speaking Task Say: “Look at the picture. Tell what the boy, girl, or animal does in the picture.”
1. The boy (eat, eats) breakfast.
2. Presentation of Pictures Show pictures and let the pupils tell what the person or thing does. Example: 2. The girl (reads, read) a book. Ask: “What does the baby do?” The baby crawls on the floor. 39
C. Reading 3. The girl (play, plays) with her doll.
4. The baby (crawl, crawls) on the floor.
5. Ana (pick, picks) flowers.
1. Before Reading Rearrange the pictures in the pocket chart. Group and show all the pictures that tell: a. what the girl does, b. what the boy does, and c. what the animal or insect does. 2. While Reading a. Write the following words on the chalkboard. Read each word and let the children repeat the word. eat feed
pick crawl
hop play
read bark
b. Give word cards. Have the children match the word cards with words written on the chalkboard. 6. Lito (feeds, feed) his dog.
7. The dog (barks, bark) at the cat.
8. The grasshopper (hop, hops) on the grass.
40
3. After Reading Have the child draw a box around the word, following its configuration. Discuss what the box looks like so they have a visual reference when they see the word in the text. Example: r e a d
play
Introduce this activity—We’re Just Alike. Divide the pupils into groups. Give each group pictures of objects and let them look for pictures or objects that have things in common. Example: a. bread, biscuit, cake (things to eat) b. dog, cat, bird (pet animals) c. chalk, pen, pencil (used in writing)
Each group must have three pictures. Let each group present to the class the pictures and tell why they are alike. D. Writing Write down what the grasshopper does. Write down what a dog does. Write down the things you use in writing.
4. A monkey __________ the tree.
5. Lina __________ milk.
V. Evaluation A. Write the correct word to complete the sentence. Choose the word from the word box. drinks
climbs
sits
dances
buys
B. What do these pictures tell? Draw 3 or 4 pictures of: 1. fruits 2. animals
1. The baby __________ on a chair.
3. flowers 4. toys 5. school supplies
2. Ana __________ in the program.
VI. Extension Activities Draw or cut out pictures of things or objects that are alike. Be ready to tell why they are alike.
3. Roy __________ biscuits.
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LESSON PLANS Grade 2 ➲ Lesson 1 I.
Objectives A. Listening: Answer specific questions from a story listened to B. Speaking: Use appropriate courteous expressions in taking leave and offering help C. Reading: Act out a dialogue using courteous expressions D. Writing: Use capital letters correctly in writing one’s name and address.
II. Subject Matter A. Listening: Answering specific questions from a story listened to B. Speaking: Using courteous expressions in taking leave and offering help C. Reading: Acting out a dialogue using courteous expressions D. Writing: Using capital letters correctly in writing one’s name and address III. Materials A. Charts B. Flashboards C. Pictures D. Reference: PELC
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IV. Learning Activities A. Listening 1. Before Listening Present the following situations: a. You meet your teacher on her way to school. What will you say? b. In the evening, your teacher visited your sick mother. What will you say? c. Show a picture of an old man boarding a bus. The bus was full. There was no available seat. What will you do? What will you say? 2. While Listening Say: “Listen to the story I’m going to read. Find out what the girl, Ana, did in the story.” Listening to a story A Helpful Girl It was Saturday morning. Ana went to see Mara. “Mara, I’m going to the market. It’s very hot. May I borrow your umbrella?” said Ana. Mara said, “I’m sorry, Ana. I’m going to use my umbrella, too.” Ana left. She saw a woman standing at the street corner. She went to the woman. “Good
morning, Ma’am. May I help you carry your bag?” “Thank you, my dear girl,” said the woman. Ana and the woman walked together. She asked “Where do you live, Ma’am?” The woman answered, “I live at Barangay Isla near the church.” Ana walked with the woman to her house. “This is my house. Thank you very much. You are a helpful girl,” said the old woman. Ana said, “You are welcome. Goodbye, Ma’am.” “Good bye,” replied the old woman. Ana left happily.
3. After Listening Let them answer these questions. a. Who is the helpful girl? (Ana) b. What did she do? (She helped the woman.) c. How did she help the woman? (She carried the bag of the woman.) d. What did Ana say? (May I help you carry your bag?) B. Speaking 1. Motivation Ask: “Have you been helpful to people at home or in school? Tell us what you did.” 2. Presentation a. Write the following courteous expressions on the board.
Say “May I help you?” “May I borrow your umbrella?” “Thank you.” “Goodbye.”
Answer “Certainly. Thank you.” “Yes, you may.” “I’m sorry. I’ll use it also.” “You’re welcome.” “Goodbye.”
b. Present dialogues through puppets using the courteous expressions above. c. Analysis and Discussion Have a discussion about when to use these courteous expressions. Example: If you want to help somebody, what will you say? d. Generalization Guide the pupils to state that courteous expressions are used in different situations. 3. Speaking Tasks Ask some pupils to form dyads and dramatize the situations suggested in Column A with the appropriate responses in Column B. Column A
Column B
1. Roy sees his teacher a. I’m sorry, I did not carrying a big bag. mean to do it. 2. Lito arrives late in b. Please help me. school. 43
3. Somebody stepped on your toes. You say “It’s all right. I was not hurt.” 4. The box is heavy. You can’t carry it. 5. Nena cannot solve the problem. Fe knows the answer.
c. May I help her, Ma’am? I know the correct answer. d. I’m sorry, Ma’am. I came late. e. May I help you carry your bag?
C. Reading 1. Before Reading a. Recall the story The Helpful Girl and have the pupils dramatize the scene between Ana and the woman. b. Let the pupils do the activity – Word Riddle. A pupil selects an index card with a word written on it. He or she shows the card to the class (The pupil should not peek). The class provides the pupil with clues to the word’s definition or meaning. For example, the clue “lift up and take something from one place to another” might be given for the word carry. Another way to unlock the word is to pantomine its meaning or to show pictures about it. Suggested words: carry keys
thank
heart
forget
you
2. While Reading a. Tell the children that the rhyme they will read tells that hearts are like doors. There are keys for the heart. Find out what these keys are. b. Read the rhyme and have the children read after you. 44
Hearts Are Like Doors Hearts are like doors They open with ease Through very little keys Just don’t forget The three of these Are I’m sorry, May I, and Please. c. Let the class read the rhyme again. Discuss which words sound the same. Give word cards and let them match the word in the card with the word in the poem. 3. After Reading Discuss the answers to the following questions. a. What are hearts like? (doors) b. Why are hearts like doors? (They open with ease by using keys.) c. What are the keys to the heart mentioned in the poem? (I’m sorry, May I, Please) D. Writing 1. Have a recall of the names of the characters in the story, Helpful Girl. Write the names on the chalkboard. Ask: “What letter does the name Ana begin with? Where does the woman live? How do you write the beginning letter of her address?” Ask them to write their names and address. Emphasize the use of capital letters in writing names and addresses. 2. Write the name and address of your school on the board and let the pupils copy.
➲ Lesson 2
V. Evaluation Let the pupils do the following exercise. Write courteous expressions for each situation. Circle the letter of your choice. 1. A visitor comes to your room. He seems to be looking for someone. What will you say? a. May I help you?
c.
Excuse me.
b. You’re welcome. 2. You need to go out. What will you tell your teacher? a. May I come in?
c.
I.
Objectives A. Listening: Answer specific questions from a story listened to B. Speaking: Increase one’s vocabulary by learning synonyms of common words C. Reading:
Use synonyms of common words in sentences
D. Writing:
Use capital letters in writing proper names and the beginning letter of the first word in a sentence
May I leave the room?
b. You’re welcome. 3. Your classmates are cleaning the room. You want to help them. What will you say? a. Thank you.
c.
Excuse me.
b. May I help you? 4. Your friends invite you to watch a movie. You ask permission from your mother. What will you say? a. May I go with them?
c.
You’re welcome.
b. Thank you.
II. Subject Matter A. Listening: Answering questions from the story heard B. Speaking: Increasing synonyms
one’s
vocabulary
C. Reading:
Using synonyms in sentences
D. Writing:
Using capital letters
by
learning
III. Materials A. Picture
VI. Extension Activity Let the pupils write the name of their father, mother, brother, or sister and their address.
B. Chart C. Flashboard D. Reference: PELC
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IV. Learning Activities A. Listening 1. Before Listening Show pictures of healthy children. Ask: “What do you think keep our body strong and healthy?” Tell them to listen to a story and find out the three different kinds of food that make our body strong and healthy. 2. While Listening As they listen, the pupils answer the following questions. a. What do growing children need? b. What are go foods? Grow foods? Glow foods? c. Why do we need to eat these three kinds of food? Go, Grow, and Glow What do growing children need? Growing children need good food to make them grow big, fat, strong, and healthy. Good food makes us go, grow, and glow. Rice, corn, and bread are go foods. They make us grow big and fat. Meat, fish, and eggs are grow foods. They make our bones strong. Fruits and vegetables are glow foods. They keep us healthy and beautiful. Growing children should eat go, grow, and glow foods for breakfast, lunch, and dinner.
3. After Listening Talk about the food their families prepare at home. Let the pupils discuss which of the foods are go foods, grow foods, and glow foods. 46
B. Speaking 1. Motivation Show pictures and ask the pupils to give some characteristics of healthy children. (big, tall, stout, glad) 2. Presentation Write these words on the board. (fat, happy) a. Ask: “Which words from the list mean the same?” e.g. fat-stout big-large happy-glad b. Let the pupils read these words written on the chalkboard or on strips of cartolina. a big bus a large bus a fat man a stout man a little puppy a small kitten a wise owl a clever boy Ask: “What can you say about the pairs of underlined words?” Generalization Words that have the same meaning are called synonyms. 3. Speaking Tasks a. Work in dyads. Describe the picture. Use words that mean the same to describe the picture. You may choose the synonyms from the box. pretty
intelligent
large
1) A big stone is near the gate.
wealthy
sick
2) 3) 4) 5)
Our neighbor is a rich man. The flowers are beautiful. My brother is ill. Mila is a bright girl.
b. Let the pupils give the synonyms of the underlined words in the sentences below. 1) Lina and Roy are happy to see each other. 2) The child is healthy. 3) I have a small toy cart. C. Reading 1. Before the Reading a. Say: “Some words have two or more synonyms. I will read the words. Read after me.” Example: pretty – lovely, beautiful, fair happy – glad, merry, cheerful take – get, hold, grasp like – same, similar b. Write this paragraph on the board. Read the paragraph changing the underlined word with the correct synonyms inside the parentheses. One night Miko caught a tiny firefly. (small, big, two). He put it in a jar. (got, placed, made) He keeps (gets, cuts, hides) the jar inside the cabinet. Miko wishes (watches, wants, went) to fly.
2. During the Reading Read the story aloud. Use rich illustrations to demonstrate how to check for picture clues in figuring out the meaning of difficult verbs. Tell the children
to pick out words in the story to describe Ginger, the character in the story. The Little Puppy Ginger was a fat puppy. She was always left sitting alone with only her tail to play with. “Mom, can I help you in the kitchen?” She asked her mother. “No, darling,” her mother said, “You’re too little.” “Wait until you grow up,” said Dad. One day when mother was preparing vegetable salad, she said, “I need some red tomatoes. Would someone go and pick tomatoes in the garden?” Ginger’s ears pricked up. “I’ll do it, I’ll do it!” She said with her long tail wagging. “Let me do it, Mom!” Her mother smiled, “Yes, but be fast.” Ginger hurried off feeling happy. She jumped and squirmed through the fence. She picked big and red tomatoes as quickly as she could. She brought the red tomatoes to her mother. “Mom, here are your red tomatoes,” said Ginger. “Well done, Ginger,” said mother, “Perhaps you’re not too little after all.”
Ask these questions after reading the story: First paragraph a. What is the puppy’s name in the story? b. Why was she not permitted to help in the kitchen? Third paragraph c. How did Ginger feel when Mom permitted her to pick tomatoes? Whole story d. What words in the story describe Ginger?
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3. After Reading a. Do the exercise below. Draw a line from each word on the left to its synonyms on the right. 1. happy • • get 2. little • • similar 3. take • • glad 4. like • • lovely 5. pretty • • small D. Writing Let the pupils complete the sentences. Have them observe writing capital letters in writing proper names and in the beginning of sentences. 1. _____ is a fat puppy. 2. _____ says she is a little dog. 3. _____ wants her to grow up. V. Evaluation Match the words that mean the same under each column. Write your answers on your paper. Column A 1. boy 2. polite 3. bright 4. handsome 5. plain
Column B a. wise b. good-looking c. flat d. lad e. courteous
VI. Extension Activity Let the pupils write five pairs of words with the same meaning. 48
➲ Lesson 3 I.
Objectives A. Listening: Recognize the rising and falling intonation in questions or statements heard Answer specific questions from a selection listened to B. Speaking: Use the rising and falling intonation in asking and answering questions C. Reading:
Read selections observing the rising and falling intonations
D. Writing:
Write yes-no questions on a given situation
II. Subject Matter A. Listening: Answering questions from a story listened to B. Speaking: Asking and answering questions C. Reading:
Reading selections observing rising and falling intonations
D. Writing:
Writing yes-no questions
III. Materials A. Pictures of different animals B. Word cards: puppy, kitten, duckling, chick, calf, kid, pony C. Reference: PELC
IV. Learning Activities A. Listening 1. Before Listening a. Have the class sing the song, “Fly the Butterfly.” Ask: “What are the words that rhyme in the song?” b. Show pictures of different animals. Have them identify each. Tell them to look for the corresponding word card for the name of each young animal. 2. While Listening Say: “I’m going to read a story. Listen very well and find out what each animal can do.” Listening to the story Wanted: A Pet I want a pet. I wonder which to get. In Mang Nato’s farm is a little puppy (aw, aw, aw). A kitten so lonely (meow, meow, meow). A yellow duckling (quack, quack, quack). And a small chick peeping (peep, peep, peep). Over the fence is a calf (moaaaa, moa-aaa, moa-aaa). And a kid around (mee, mee, mee). I wonder what each can do when it grows big like you. “I’ll guard your house,” said the puppy. “I’ll catch a mouse,” said the kitten. “I’ll lay eggs for you,” said the duckling. “I’ll give you fresh milk,” said the kid. I wonder what each one eats. “A meat bone,” said the puppy. “Rice and fish,” said the kitten. “Lots of green grass,”said the duckling.
“Small worms,” said the chick. Hmm, everyone makes a nice pet. Help me, oh help me, which one to get.
Read the first paragraph. Then ask questions about sounds animals make. Example: What sound does a puppy make? Read the second paragraph. Ask what these animals do when they grow big. Example: What can a cat do? Or what can a kitten do? 3. After Listening Let the pupils work in dyads. Let them draw an animal mentioned in the story or a pet they own. Ask the pupils to describe the animal or pet, what it does and what it eats. B. Speaking 1. Motivation Let the pupils sing a song about animals. Example: Old Mcdonald Had a Farm 2. Presentation a. Say: “Read the questions and the answers below each question. Repeat after me.” 1. Does a kitten catch mouse? Ò Yes, it does. Ú 2. Do kittens eat bones? Ò No, they don’t. Ú 3. What does a duckling eat? Ò A duckling eats lots of green grass. Ú
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4. What does a chick eat? Ò A chick eats small worms. Ú b. Analysis and Discussion Let the pupils analyze what the arrows mean and when each arrow is used. Introduce the words rising and falling intonation.
C. Reading 1. Before Reading Let the pupils do the exercise below. Tell them that the name words are arranged in ABC order as in a picture dictionary. Look at the pictures below. Then answer the questions.
c. Generalization Guide the pupils to form generalizations when to use the rising and falling intonation. 3. Speaking Task a. Say: “I will group you into two. The first group will ask the questions and the second group will give the answers.” 1. What does a puppy eat? Ú A puppy eats meat bone. Ú 2. What does a kitten eat? Ú A kitten eats rice and fish. Ú 3. Does the puppy guard our house? Ò Yes, it does. Ú 4. Does the kid give us bread? Ò No, it doesn’t. Ú 5. Do chickens eat small worms? Ò Yes, they do. Ú b. Let them do the following activity. Say: “Form 2 lines. Get from this box a strip of paper. Read what is written on it. If you get a question, look for your partner who has the answer. Repeat the questions and answers using the rising and falling intonation.” 50
a. b. c. d.
What is a young bird or small chicken? What is a young male horse? What is a small, four legged, furry animal? What is a big, four legged animal with a long neck and a humped back? e. What is a male chicken? 2. While Reading a. Read aloud the paragraph below. Then, let the pupils read the paragraph and find out what animals use to get food. Carabaos and horses use their mouth and teeth to get food. Birds and fowls use their bills to get food. Snakes use their body to get food. Frogs use their tongue to get food.
b. Have the pupils do the exercise below. Complete each sentence below. Choose your answers from the box. tongue
mouth
bill
body
1) Birds and fowls use their ________ to get food. 2) Snakes use their ________ to get food. 3) Carabaos and horses use their _________ to get food. 4) Frogs use their ________ to get food. 3. After Reading a. Write this guessing game on the board. Let the pupils read it. Tell the class that the dialogue is an example of a guessing game.
D. Writing Write questions and answers about these sentences. Use the symbol Ò for rising intonation and Ú for falling intonation. 1. Birds have two wings. 2. Ducks and turkeys have two legs. V. Evaluation Let the pupils do the following activity. Use pictures to elicit sentences that have a rising or falling intonation. Examples: dogs with meat bones Say: “Ask questions about the dogs in the picture.” Pupils may answer: “Do dogs eat meat bones?” 1. Does the butterfly use wings to fly? 2. Yes, it does.
RINA:
I am thinking of an animal. It walks very slowly. It lives in a shell. It can swim.
NENA:
Can it jump?
RINA:
No, it can’t.
JOY:
Is it big?
RINA:
Some are big and others are small.
FE:
Is it a snail?
RINA:
No, it isn’t. Guess again.
JOY:
Is it a turtle?
RINA:
Yes, it is.
3. Do cows use their legs to walk or run on land? 4. Yes, they do. 5. What do birds use for flying? VI. Extended Activities Let the pupils list five questions with answers using the symbols Ò and Ú indicating the rising and falling intonation.
b. Guide the pupils as they work in groups to prepare for the guessing game. 51
➲ Lesson 4 I.
Objectives A. Listening: Show interest in listening to a poem Follow simple one-step directions listened to Act out one-step directions listened to B. Speaking: Give commands or directions C. Reading: Do accurate slow reading to follow a simple one-step direction D. Writing: Copy one-step directions observing capitalization and punctuation
II. Subject Matter A. Listening: Acting out directions listened to B. Speaking: Giving one-step directions C. Reading: Following directions D. Writing: Copying directions III. Materials A. Strips of cartolina B. Charts C. Reference: PELC IV. Learning Activities A. Listening 1. Before Listening a. Ask the pupils if they brush their teeth regularly. Ask: “What will happen if you will not brush your teeth regularly? What must you do to keep your body clean?” b. Vocabulary Development Unlock the meaning of the word elf through a picture and of the action word chewing through context clues. 52
2. While Listening a. Present the poem to the pupils. Read the poem aloud and let the pupils listen and find out what the elf is telling us to do everyday. Read the poem aloud as the pupils listen. The Toothbrush Elf Everyday, everyday Brush your teeth in the proper way Toothbrush elf, toothbrush elf Watches us himself — “You should eat the proper food Chewing slowly as you should Everyday, everyday Brush your teeth I say.” b. Have the pupils answer the following questions. 1) Who is talking in the poem? (elf) 2) What does the elf tell us to do everyday? (brush our teeth properly, eat the proper food, chew the food slowly) 3. After Listening Ask: “How do you brush your teeth?” Ask a volunteer to demonstrate how to brush the teeth properly. a. Motivation Sing the song or recite the rhyme: Brush, brush, brush your teeth Three times everyday Make them clean and white They will not decay.
b. Presentation 1. Write these sentences on the board. Brush your teeth after eating. Wash your hands before eating. Chew the food very well. 2. Say: “The sentences give direction. Can you follow these directions? How many directions are given? What is the first direction? Second? Third?” Tell the pupils that each direction is called one-step direction. 3. Speaking Task a. Write directions on strips of paper and place them in a box. Call the pupils individually to pick out a strip from the box and let the pupils follow the directions. b. Let the pupils work in pairs. One will give the direction and the partner will execute the direction. Example: Please open the door. C. Reading 1. Before Reading Present the exercise on the chalkboard. Draw the missing parts on each puppy. Follow the directions.
1. Draw the puppy’s eye.
2. Draw the puppy’s tail.
3. Draw the puppy’s ear.
4. Draw the puppy’s legs.
2. While Reading a. Present the rhyme to the pupils. Read the poem aloud and have the pupils read it after you. Skip one and two Jump three and four Turn around fast And sit on the floor Join hands and start again Clap one and two 53
3. Write “Philippines” in capital letters. a. Philippines c. PHILIPPINES b. philippine 4. Write the name of a boy. a. Dan b. Gina c. cat
Nod three and four Stand up fast And be ready for more. b. Let the pupils act out the directions mentioned in the poem in groups or individually. 3. After Reading Have them read each direction carefully and follow what they are asked to do. a. Draw a circle. b. Write letter A inside the circle. c. Draw a rectangle. d. Write your name below the rectangle. e. Draw a triangle. D. Writing Let them copy these one-step directions neatly. 1. Fall in line. 2. Stand straight. 3. Sit properly. V. Evaluation Let the pupils do the following exercise. Read the directions. Circle the letter of the picture that follows the directions. 1. Put an “x” inside the circle. a.
✗
b.
54
b.
➲ Lesson 5 I.
Objectives A. Listening: Answer specific questions from a story read B. Speaking: Use synonyms and antonyms C. Reading:
Increase one’s vocabulary by learning antonyms of common words
D. Writing:
Copy words in alphabetical order
II. Subject Matter A. Listening: Answering questions from the story listened to
✗
c.
2. Draw a triangle. a.
VI. Extension Activity Ask the pupils what they will do in the following situations. What directions will they give? 1. You see your classmate throwing a plastic wrapper. 2. You see your father watering the plants in the garden.
c.
✗
B. Speaking: Using synonyms and antonyms C. Reading:
Increasing vocabulary through the use of antonyms found in the poem read
D. Writing:
Copying words in alphabetical order
III. Materials A. Pictures B. Real objects C. Reference: PELC IV. Learning Activities A. Listening 1. Before Listening a. Tell the children to look at the picture and ask the question: 1) Why do you think is the boy crying in the picture?
2) What do you think is his mother telling him? b. Vocabulary Development Complete these sentences with words from the box. dream
toothache
germs
1) Dindo was asleep and he saw animals talking in his _______. (dream) 2) (Germs) _______ can make people sick. 3) A (toothache) _______ is painful.
2. While Listening Have them listen for the answers to these questions. a. Who is the boy in the story? b. Why didn’t Dindo brush his teeth? c. What happened during his sleep? d. What lesson did Dindo learn from his dream? Dindo’s Dream “Have you brushed your teeth, Dindo?” his mother asked. “Yes, mother,” Dindo answered but he was telling a lie to his mother. He felt sleepy. He went to bed without brushing his teeth. The tooth germs visited Dindo in his sleep. “I’m glad Dindo does not brush his teeth often. He likes candies. We can make holes on his teeth,” said one tooth germ. “There are small pieces of meat left in his other tooth. Let us make more holes on his teeth,” said another tooth germ. The tooth germs made bigger holes on Dindo’s teeth. Dindo cried in his sleep. “My tooth aches!” he cried louder. “Wake up, Dindo,” said his mother, “You must be dreaming.” “Mother, are the tooth germs still making holes in my teeth?” Dindo asked. Then, Dindo told his mother about his dream. “I had a bad dream because I did not brush my teeth.” Mother said, “You must always brush your teeth, to fight tooth decay and to have a cleaner and fresher breath.”
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3. After Listening Ask: “Are you like Dindo? Aside from brushing your teeth, what else do you do to make yourself clean?” Show pictures or posters of some health habits to motivate the children in the discussion. B. Speaking 1. Motivation Let the pupils do the exercise below. Read each sentence. Fill in the blanks with the synonyms from the box. tiny
small
pal
tale
gift
a. I gave Mom a present on her birthday. _______
b. The ant is so tiny. _______
c. My best friend is my brother. _______
d. What pretty flowers! _______
2. Presentation a. Write on the board or chart words that have opposite meanings. Let them read and study the words. Example: short – tall right – wrong black – white far – near Introduce the word antonyms. b. Show different objects. Let the pupils touch each object. Ask them to describe each and give the opposite of the word used to describe the object. Example: cotton – Cotton is soft – hard. Ice – Ice is cold – hot. 3. Speaking Tasks Ask the pupils to use words with opposite meanings in sentences. Example: My blouse is white. His pants is black. Write pairs of words on the board for the pupils to use in sentences. C. Reading 1. Before Reading Let the pupils do the exercise below. Read the sentence. Write the word from the box that means the opposite of the underlined word. inside _____ a. _____ b.
56
last
right
morning
before
I woke up late in the evening. Let’s play outside the garden.
_____ c. _____ d. _____ e.
Brush your teeth after going to bed. Tell me what is wrong. He was first in the race.
2. While Reading a. Have the pupils read this poem and let them identify the antonyms. Do Words Grow, Too? There are words that are long And words that are short Like children who are tall And children who are short. There are words that are happy, And words that are sad, Like children who are merry And children who aren’t glad. b. Write the poem on the chalkboard or chart. Have the pupils complete the missing words in the poem with words opposite the underlined words. Example: There are words that are long ___. And words that are ____. Like children who are ___. And children who are ____. 3. After Reading Have the pupils form a line. Distribute strips of paper with a word written on it to each pupil. A pupil will make one step forward and call out the word. The pupil who has the antonym of that word will make one step forward and say the word. Example: hot – cold soft – hard
D. Writing Let them copy these words in alphabetical order. old hot
young stop
cold go
V. Evaluation Let the pupils answer the following exercise. Choose the correct antonym of each underlined word. Write the letter of the correct answer. 1. Your pencil is very short while mine is _______. a. long
b.
low
c.
small
2. My older brother is very tall but my younger brother is _______. a. happy
b.
wide
c.
short
3. Santos Balaeres was a young hero, but Apolinario Mabini was _______. a. old
b.
sad
c.
stout
4. Every pupil wants a high grade. Nobody likes to get a _______ grade. a. low
b.
tall
c.
short
5. Parents want their children to be happy, not _______. a. sad
b.
big
c.
tall
VI. Extension Activity Let the pupils list three sentences using pairs of antonyms.
smooth – rough tall – short 57
LESSON PLANS Grade 3 ➲ Lesson 1 I.
Objectives A. Listening: B. Speaking: C. Reading: D. Writing:
Answer questions from the story listened to Use subject pronouns correctly Identify irrelevant ideas from a passage Write legibly and neatly observing correct letter form, capitalization, and punctuation
II. Subject Matter A. Listening: Answering questions; Getting the main idea B. Speaking: Using pronouns C. Reading: Identifying irrelevant ideas D. Writing: Copying from a model III. Materials A. Pictures of great Filipino heroes B. Chart C. Reference: PELC IV. Learning Activities A. Listening 1. Before Listening Show pictures of our heroes. Let the pupils identify who they are. Ask them to tell what they know about them. 58
2. While Listening Say: “You are going to listen to a story. Listen very well to answer these questions.” Questions: a. When is Jose Rizal’s birthday? b. Where is his birthplace? c. How old was he when he learned the alphabet? d. What could he do when he was five years old? e. What kind of a boy was he? Jose Rizal was born in Calamba, Laguna on June 19, 1861. He learned the alphabet at the age of three. He could read the Bible in Spanish when he was just five years old. He was an obedient and helpful boy. He studied hard so he could help his people, especially the poor. He became a great writer and doctor.
3. After Listening a. After answering the questions (While Listening), guide the pupils to work in groups of four to share their ideas as they answer the question: How can you show your love to your country and to the Filipino people? b. Ask the volunteer of each group to give an oral report about the accomplishment or answer of his or her group.
B. Speaking 1. Motivation Show family pictures of a big family and a small family. Let the children identify the father, mother, and siblings in each family picture. Talk about the size of the family. Ask: “What kind of family do you live with?” 2. Presentation Have the pupils read the following sentences about the Rizal family. a. Francisco Rizal Mercado was Jose Rizal’s father. He was a good man. b. Teodora Alonzo was Jose Rizal’s mother. She was Jose Rizal’s first teacher. c. Jose Rizal’s parents loved him very much. They gave him the best education. d. The monument of Jose Rizal is made of stone. It stands in his honor. Have the pupils analyze the underlined nouns. Let the pupils identify the words used in place of the nouns. Let them know that pronouns are used in place of nouns. 3. Speaking Tasks a. Present individual pictures of Jose Rizal, Teodora Alonzo, Don Francisco Rizal Mercado, Paciano, and three of Jose Rizal’s sisters. Let the pupils tell the name of each person in the picture. Guide the pupils to use pronouns.
Examples: 1.
This is Paciano Rizal. He is Jose Rizal’s brother.
2.
These are Saturnina, Lucia, and Maria. They are Jose Rizal’s sisters.
b. Let the pupils talk about their family as they show their family pictures. Let them work in dyads. Have the pupils rewrite each sentence and change the underlined nouns to pronouns. 1. Nora is healthy and cheerful. 2. Nestor and Tony are hardworking. 3. My brother works in a hospital. 4. The house is painted yellow. 5. Muslims are our brothers. C. Reading 1. Before Reading a. Let the pupils read the paragraph. Jose Rizal is our national hero. He loved his country and people very much. He enjoyed boat riding. He fought against the enemies of his people. He gave his life to gain freedom for the people. b. Initiate discussion questions.
by
asking
the
following
1) What is the story about? 2) Which sentence states it? Read the sentence. c. Say: “This sentence gives us the main idea of the paragraph. The others support the main idea.” 59
3) What about the third sentence? Is it related to the main idea? Does it support the main idea of the paragraph? 4) It does not support the main idea. It is an irrelevant idea. Guide the pupils to state that all the sentences in a paragraph should be related to the main idea. 2. While Reading Read each paragraph. Tell which sentence is not related to the main idea of the paragraph. a. We should not dump our garbage into the canals. Plastic objects and other things that clog our canals should be removed so water can flow through them. We should clean our canals every day. We use water for drinking. b. We should put our garbage such as paper and dry leaves in a container. Plants beautify our homes. We should place other garbage like used plastic glasses and plates in separate containers. Fresh milk is good for our bones. c. Animals live in different places. Some live in forests while others live in grasslands. Some live in houses where people also live. Plants live on land and in water. d. Clay can be made into many things. It can be made into vases, jars, and cooking pots. It can be made into plates, saucers, and cups. Plants don’t grow well on clay. It can also be made into figures of people, plants, and animals.
60
e. The ants are the smallest insects but they are the most industrious ones. During summer days, they work hard to look for food. They never get tired of working and storing food for the rainy days ahead. The ants have plenty of food for the rainy season. The grasshopper kept on playing all day. 3. After Reading Here are four different questions about the paragraphs you have just read. Check the supporting detail that gives the correct answer. In small groups, talk about your answers. a. Why should we not dump garbage into the canals? ❏ Waters should flow through them. ❏ Canals should be cleaned every day. ❏ Plastic objects should not clog our canals. b. Where do animals live? ❏ in different places ❏ in forests, grasslands, and houses ❏ on land and in water c. Which are not made out of clay? ❏ vases, jars, cooking pots ❏ plates, saucers, cups ❏ people, animals, plants d. Why are ants called industrious insects? ❏ They work hard. ❏ They work in summer. ❏ They do not play all day like grasshoppers.
the
D. Writing Have the pupils copy this paragraph. Teodora Alonzo was Jose Rizal’s mother. She was his first teacher. She taught him the alphabet. She was an intelligent woman. It was she who molded the spirit and thoughts of the great hero.
V. Evaluation Ask the pupils to do the following exercises. A. Read the paragraph. Choose the letters of the sentences with irrelevant ideas. Write them in your answer sheet. 1. There are proper ways of conserving water. 2. We should close the faucets when brushing our teeth and we should clean the dishes by using a basin instead. 3. We should dump garbage in the river banks. 4. We should use recycled water for cleaning the house, for flushing the toilet, or for bathing animals. 5. We should eat the right kind and amount of food daily. 6. We should fix the leaking faucet. 7. We should drink milk every day. B. Writing Have the pupils copy the following sentences correctly on a piece of paper. 1. Dispose your garbage properly. 2. Dead stems and leaves of plants should not be burned.
3. Fires destroy trees. 4. Harmful insects eat the leaves of the plants. 5. Plants need both water and sunlight. C. Complete each sentence with she, he, they, or it. 1. Rose left her bag. __________ went home to get it. 2. Mother cooked my favorite dish. __________ cooked embutido. 3. The girls helped their teacher clean the room. __________ stayed after class. 4. Mr. Gomez lost his wallet. __________ lost it on a bus. VI. Extension Activity Have the pupils do the following activity as an assignment. Copy the paragraphs and underline the irrelevant sentence in each. 1. Sunlight is important to plants. It is needed by plants for making green leaves. Leaves have different shapes and sizes. Without sunlight, the leaves of plants become white or yellowish. 2. Plants need water to grow. Water helps carry food to the plant’s body. It also makes the body rigid. Plants have many uses. 3. Air is important to animals. Air contains oxygen which goes to the body. Wind is moving air. Oxygen is needed by animals when they use food.
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➲ Lesson 2 I.
Objectives A. Listening: Sequence events in the story listened to through guided questioning B. Speaking: Use the plural form of nouns C. Reading: Number events in a selection read D. Writing: Write the correct spelling of words
II. Subject Matter A. Listening: Sequencing events from a story listened to B. Speaking: Using the plural of nouns C. Reading: Arranging events from a story read D. Writing: Writing the correct spelling of words learned III. Materials A. Pictures B. Reference: PELC IV. Learning Activities A. Listening 1. Before Listening a. Vocabulary Development (through context clues) took cover fly around flew to the nearest tree b. Write the tile of the story, The Ylang-ylang Flower. Ask: “Have you seen an ylang-ylang flower? How does it smell?” (You may show a garland of ylangylang flowers.) Say: “We are going to listen to a story about the ylang-ylang flower. Find out how the ylang-ylang tree got its sweet-smelling flower.” Show pictures as you read the story. 62
2. While Listening Read the story aloud and let the pupils listen. The story is divided into parts. After listening to each part, follow it up with questions. The Ylang-ylang Flower Part I The rain started to fall. A yellow butterfly flew to a big tree. “Go away,” said the tree. “There’s no place for you here. You’ll hurt my pretty flowers.” The butterfly went to the other trees, but none of them would take him in. His wings were getting wet. “How much longer will I have to fly around before someone takes me in?” he asked himself.
Questions: a. Why was the yellow butterfly flying from one tree to another? b. Why did the big tree drive him away? Part II Then he heard a voice. “Come and rest here.” The butterfly looked up. He saw the ylangylang tree. It was as big as the other trees. “You don’t have any flowers, do you?” asked the butterfly “No, all I have are green leaves.” The yellow butterfly took cover under the ylang-ylang leaves.
Question: Which tree gave shelter to the poor butterfly? Part III When the rain was over, he opened his wings. “Thanks a lot, ylang-ylang. You’ve helped me by letting me stay under your leaves. Something nice will happen to you tomorrow.” And the butterfly flew away. The following morning, the ylang-ylang tree found flowers on her branches. They were the same color as the leaves, but they smelled very sweet. That is how the ylang-ylang came to have sweet-smelling flowers.
Questions: a. What did the yellow butterfly tell the ylangylang tree before leaving? b. What did the ylang-ylang tree find in its branches the following day? c. What did you learn from the story? 3. After Listening Have them tell the story orally through the following guide questions. Answer the following questions. a. Why did the butterfly fly to the nearest tree? b. Did the first tree let him stay? c. Where did he go next? d. What did the ylang-ylang tree tell him? e. What did the butterfly tell the Ylang-Ylang tree before he left? f. What did the Ylang-Ylang tree find the next day?
B. Speaking 1. Motivation Let the pupils tell about their favorite character or favorite part of the story. 2. Presentation a. Have the pupils read these sentences. 1) The butterfly flew from one tree to another. 2) The trees did not take him. 3) The ylang-ylang saw a tiny flower on its branch. 4) The flowers on the branches smell sweet. b. Discuss with them the difference between tree-trees, flower-flowers; branch-branches Ask: “What letter is added to a word to mean more than one?” c. Let them study these words. One Thing
More Than One Thing
card
cards
flower
flowers
mango
mangoes
branch
branches
d. Generalization Guide them to form a rule on how nouns form their plural and do the exercise below. 1) Add -s or -es to these nouns to make them plural. potato____ mango____ apple____ radish____
63
corn____ carrot____ lettuce____
guava____ eggplant____ orange____
b. Show some beans or squash seeds. Ask the pupils what they think would come out of the seeds. Tell them to listen to a poem and find out what “sleeps” inside the seed.
2) Form the plural of the following nouns. a. bamboo
_______________
b. chico
_______________
c. bean
_______________
d. melon
_______________
e. star apple
_______________
3. Speaking Task Let the pupils work in groups of four and have them act out some parts of the story. C. Reading 1. Before the Reading a. Sequencing of Events Have them read the following sentences. Say: “These sentences are not in the right order. Number these sentences from 1 to 6 to show the correct order of the story.” The Butterfly and the Big Tree ____ Soon the rain stopped. ____ A butterfly flew to a big tree. ____ One day, the rain started to fall. ____ The butterfly thanked the tree. ____ He took cover under the leaves. ____ Then he flew away. 64
2. During the Reading a. Tell the pupils that they are going to read the poem In the Heart of a Seed. Read the poem aloud. b. Have the pupils read the poem and answer the following questions. 1) What sleeps inside the seed? 2) What do the sunshine and the raindrops tell the seed? 3) Did the little plant follow what the sunshine and raindrops said? 4) What did the little plant see outside the seed? In the Heart of a Seed In the heart of a seed, Buried deep so deep, A dear little plant, Lay fast asleep. “Wake,” said the sunshine “and creep to the light.” “Wake,” said the voice of the raindrops bright. The little plant heard it And rose to see What a wonderful outside the world might be.
3. After Reading a. Have the pupils do the exercise below. Write the numbers 1-5 on the lines to show the correct sequence. How a Seed Becomes a Tree ____ Small leaves start to come out.
VI. Extension Activity Ask the pupils to do the following as an assignment. Form the plural of the following nouns. 1. root 4. fruit 2. branch 5. flower 3. leaf
____ The small plant pushes its way out of the soil. ____ The roots become longer and hairy.
➲ Lesson 3
____ The seed is dropped in a shallow hole in the ground and is covered with soil.
I.
____ The seed covering cracks and out comes the beginning of a root. b. Let the pupils write the summary of How a Seed Becomes a Tree. D. Writing Dictate the following sentences. 1. The flowers smell sweet. 2. The butterfly flew away. 3. There are different kinds of leaves. V. Evaluation Have the pupils do the following exercise. Here is a list of nouns. Write their plural form. 1. coconut _____________________ 2. peach _____________________ 3. mangoosteen _____________________ 4. pineapple _____________________ 5. lily _____________________
Objectives A. Listening: Show interest in following directions B. Speaking: Give short commands or directions and twostep directions C. Reading:
Note explicit details from a story read
D. Writing:
Write sentences commands
that
give
directions
or
II. Subject Matter A. Listening: Following directions B. Speaking: Giving and following two-step directions C. Reading:
Noting details from a story read
D. Writing:
Writing directions
III. Materials A. Pictures B. Reference: PELC
65
IV. Learning Activities A. Listening 1. Before Listening Give simple directions and let the pupils follow. Example: When I raise my right hand, stand up. When I raise my left hand, sit down. 2. While Listening Following Two-step Directions Give two-step directions orally and ask the pupils to execute the directions. Example: Go to the board and write your name. Draw a circle on the board and write your grade inside the circle. Boys, stand up and form a straight line in front. 3. After Listening Tell the pupils to listen and follow as you read the following directions. a. Write “Animals” if all the words below are animals. “Plants” if they are plants. cactus petchay pine tree gumamela b. Write “Air” if the following go on air; write “Water” if they go on water. helicopter airplane rocket balloon c. Draw a square if the following are all fruits; draw a circle if they are not. papaya atis chico pechay 66
d. Can we live without air? If your answer is “Yes” draw a star, draw a circle if your answer is “No.” B. Speaking 1. Motivation Ask the pupils to do the following exercises with the help of the visual aids prepared for this activity. Read each sentence and do what it asks you to do. a. Draw a line under each name of a fruit. b. Draw a box around each action word. c. Draw a circle around each day of the week. d. Write the three words from the list you did not use and cross out the word which means unhappy. 2. Presentation a. Ask the pupils to listen and follow as you give twostep directions. Check how well pupils follow the directions given. Draw a big circle. Divide it into four, then color half of it red, one-fourth yellow, and the remaining one-fourth green. b. Check the work of the pupils. Compare their work with a model on the board or chart. Ask them why some of them were not able to follow the directions correctly. c. Generalization Ask: “What should we remember if we are giving or following directions?” 3. Speaking Task Divide the class into groups. Introduce the game Pase en Orden. Have them read the directions and let each group play the game.
How to Play Pase en Orden Form a group of six to ten players. Choose one of the players to be Mother Hen. The other players will be chicks. Draw a big circle on the ground. Mother Hen stays inside the circle. The chicks stand outside the circle. To start the game, Mother Hen says, “Pase en Orden.” The chicks march around the circle. They answer back, “Kumbentong malalim.” Then Mother Hen asks something. She may ask for a stone, a flower, a book, or a shoe. She may say, “Get me a red flower.” All the chicks run to get a red flower. The first chick to give Mother Hen a red flower stays inside the circle with her. Start the game again. Mother Hen asks for something each time the game is played. When all the chicks are inside the circle, they may choose a new Mother Hen. C. Reading 1. Before Reading Ask the pupils to give the directions step by step. Ask: “Which group followed the directions correctly?” 2. While Reading Have them read how to play Pase en Orden for the answers to these questions. Let them answer the following questions. a. How many persons are needed to play the game?
b. What are the materials needed to play the game? c. Where does Mother Hen stay? d. What does Mother Hen say? What do you think does Pase en Orden mean? 3. After Reading Work in dyads. Tell what other games you play with your friends, brothers, or sisters. If you you lose in a game, what do you do? Do you get angry or feel sad? How can one be a good loser or a kind winner? D. Writing Think of a game you know. Write down the directions on how to play the game. You can use the following words in the box. form a line hold hands get a pair hop skip
form a circle run jump turn tag
V. Evaluation Read and follow the directions. 1. Copy the things that have wheels. bus
cart
banca
bicycle
ship
2. Copy the name of the things that are round. Earth coin
paper cupboard
wheel
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3. Write the following words in their proper column: caterpillar snake
Heavenly Bodies
star lizard
Animals
moon chico
mango apple
Fruits
VI. Extension Activity Write a paragraph about a game you like. Use capital letters and the correct punctuation mark.
➲ Lesson 4 I.
Objectives A. Listening: B. Speaking: C. Reading: D. Writing:
Answer questions about the selection read Use count words for nouns Form the plural of nouns Write telling and asking sentences
II. Subject Matter A. Listening: Answering questions fromthe selection read B. Speaking: Using count words for nouns C. Reading: Forming the plural of nouns D. Writing: Writing telling and asking sentences 68
III. Materials A. Picture B. Charts C. Reference: PELC IV. Learning Activities A. Listening 1. Before Listening Ask: “What food do you buy for your snacks during recess?” 2. While Listening a. Say: “I am going to read a dialogue about the food some children buy at the school canteen.” Find out what the children buy for their snacks. b. Teacher reads the dialogue and the pupils listen. Food Good for Snacks It’s recess time. Flor, Amy, Lucy, and Mely are talking about what snacks to buy. FLOR: What snacks will you buy for recess, Amy? AMY: I’ll buy a bottle of softdrink and a lollipop. LUCY: Miss Santos said softdrinks and candies are not good for snacks. Besides, softdrinks are expensive. AMY: What should I buy then? FLOR: Something good for children like us. Soup, juice, and fruits are good. Come let’s go to the canteen. Only food good for snacks are sold there.
LUCY:
I have a glass of milk. But I want same boiled bananas for my brother and me. (to seller) How many can I buy for twenty pesos? SELLER: Four. AMY: (to seller) How much is a bowl of soup and two boiled bananas? SELLER: The soup costs ten pesos and the bananas cost five pesos each.
c. Answering the Motive Question What did the children buy for their snacks? 3. After Listening a. In small groups, talk about the food you buy in the school canteen, stores, restaurants, etc. Do you think they are good for your health? b. Listening for Specific Information 1) Say: “Listen again for the answers to these questions.� a. What did Amy want to buy for snacks? b. What did Lucy say about softdrinks and candies? c. How much is a bowl of soup? d. How many boiled bananas did Lucy buy? B. Speaking 1. Motivation Talk about the picture. Do you eat like this boy? For example, do you like junk food? What is your favorite food?
2. Presentation a. Let them read these sentences from the story. Lucy bought two boiled bananas. Amy bought a bowl of soup. She wants to buy a bottle of softdrinks. Lucy drank a glass of milk. b. Analysis and Discussion Have a discussion on how these words differ. a banana
two bananas
a glass of milk
glasses of milk
a bottle of softdrinks
two bottles of softdrinks
Guide them that there are names of things that can be counted by piece or by using number names, e.g. two bananas. Some things cannot be counted by using number names. We use count words for these things.
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Here are samples of count words. kilo of bottle of can of cup of, etc. c. Generalization Ask: “When do we use count words?� 3. Speaking Tasks a. Christmas is an important holiday for Filipinos. Every family prepares special food to share with loved ones and neighbors. In small groups, talk of the foods you prepare on this special day. b. Talk about a simple recipe that you can prepare for Christmas. What count words did you use? C. Reading 1. Before Reading Write on the board the things that the pupils will buy. a glass of juice a cup of soup two glasses of juice three cups of soup Let the pupils understand how these words form their plural. 2. While Reading Let the pupils read or act out the dialogue. Let them make changes on the things they will buy for snacks. 3. After Reading Complete the sentences by changing the word in parentheses to make it mean more than one. (kilo of meat) a. Mother bought five __________.
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(can of oil)
b.
There are two __________ on the table.
(cup of coffee) c.
Father drinks two __________ every day.
(sack of rice)
d.
There are four __________ in the car.
(slice of cake) e.
I gave two __________ to my sister.
D. Writing 1. Write a sentence telling what you want to buy for snacks. 2. Make a question asking your friend what he or she will buy for snack. V. Evaluation Write a dialogue between you and your friend telling what you want to buy. VI. Extension Activity Make a list of some foods which are good for recess.
➲ Lesson 5 I.
Objectives A. Listening: Answer specific questions from the story listened to B. Speaking: Use verbs in sentences C. Reading: Identify the key sentences in a paragraph E. Writing: Write a paragraph with 4-5 sentences
II. Subject Matter A. Listening: Answering questions from the story listened to B. Speaking: Using verbs that agree with the subject C. Reading: Identifying the key sentence in a paragraph D. Writing: Copying a paragraph III. Materials A. Chart B. Reference: PELC IV. Learning Activities A. Listening 1. Before listening a. Vocabulary Development absorb (through context clues) tillers, panicle (through pictures) b. Ask: “What is our primary food? Where does rice come from?” Show an illustration of a rice plant with its parts. Say: “We are going to listen to a story about a rice plant. Find out what parts of a rice plant are green.”
2. While Listening a. Read aloud the story as the pupils listen. Rice plants have many parts. The lower parts are the roots. The roots grow in the soil. They hold the plants in place. They also absorb water and minerals. The stem of the plant is very short. It gives rise to many tillers. The tillers bear the panicles as the plant grows older. The panicles bear flowers. They open only during the early part of the morning. Later, the flowers become grains.
Comprehension Checkup b. Answering the Motive Question What are the parts of a rice plant? c. Listening for specific information Say: “Listen again for the answer to the following questions.” 1) Which part absorbs water and minerals? 2) Which part is very short? 3) Which part bears flowers? 4) What could be a good title for this paragraph? a) The Rice Plant b) The Stem of the Plant c) Roots and Stems 3. After Listening a. Divide the class into groups and ask them to go to the school garden. Let them observe the plants and trees around. Tell them to ask a recorder to write down their observations. b. Let the pupils read the sentences. Ask: “What can plants do? What can stems do?” 71
B. Speaking 1. Motivation Let the pupils discuss about their observations during their visit to their school garden or park. a. Which part of the garden or park do you like best? Why? b. Would you prefer to see more flowers or more trees in the garden? What are your reasons? 2. Presentation a. Elicit the following observations and write them on the board. Let the pupils read the sentences. Ask: “What can plants do? Stems?” Some plants bear flowers. The stems hold the leaves of the plants. Some stems grow thin and long. Say: “Bear, hold, and grow show action. These action words are called verbs.” b. Have the recorder in each group read their observations during their visit to the school garden or park and let them identify the words that state action. Guide the pupils to state that action words in the sentences are called verbs. 3. Speaking Tasks a. Let the pupils talk about the answer to the following questions with a partner or in small groups. 1) Which of these plants do you have in your garden or backyard? flowering plants fruit trees vegetables herbal plants 2) How do you take care of your plants?
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b. Tell whether each statement below is true or false. Explain if the answer is false. 1. Plants give beauty to our environment. 2. Plants provide us fresh air. 3. Her plants bear fruits. 4. Some trees grow big and strong. 5. The stem absorbs water and minerals. c. Read this paragraph. Copy the action word in each sentence. C. Reading 1. Before Reading a. Vocabulary Development Unscramble the words to spell the parts of a plant. The first one is done for you. tmes pclenia r___s
orots stem t__l__s
eitllrs
p_n_cl_
Use a word from above to complete these sentences. 1) The _(roots)_ hold the plants in place. 2) Flowers and leaves are attached to the _(stem)_. 3) The _(panicle)_ is a loose branching cluster of flowers. 4) A shoot from the base of a stem is called _(tillers)_.
2. While Reading Ask the pupils to read each paragraph and tell its main idea. Explain that main idea is the most important point and most often the first sentence in the paragraph expresses the main idea. This sentence is called the key sentence. a. Plants make their own food. Plants make their own food. The plant gets its food from the soil, the air, and the sun. It gets minerals and water from the air. The roots get food from the soil. The stem carries it up to the leaves. Then the plants make food with the help of air and sunlight. b. Soil is the home. Ask the pupils to identify the key sentence in the following paragraph. Soil is the home of most plants; it is where they grow their roots and get their food. Plants need minerals to grow. They need nitrogen, phosphorous, potassium, and other minerals. Plants get these minerals from the soil. Some soils have more minerals than others. A progressive farmer has his soil analyzed to know what minerals are lacking in it for the crop he wants to plant so he can add the necessary fertilizer. Fertilizers contain the minerals that plants need to help them grow healthy. If a plant gets only pure water, it cannot be healthy due to the lack of the minerals needed for healthy growth.
3. After Reading In small groups, answer and discuss the following question. Why are trees good for us and our communities? D. Writing Have them copy the first paragraph about plants. Tell them to copy correctly observing indentation and the correct use of capital letters and punctuation marks. V. Evaluation Identify the key sentence of the paragraph by underlining it. 1. Fertilizers come in different kinds. Decayed leaves and other plant parts make good fertilizers. The waste of animals like cows, carabaos, and chickens are good sources of fertilizers and thus, are plant food. These are called organic fertilizers but most farmers at present rely more on the use of commercial chemical fertilizer. There is a campaign to use organic fertilizer instead of commercial ones. 2. The narra is the national tree of the Philippines. It grows tall and straight. Its trunk can be used for posts and floors of houses. Then, the Reyes family went on a picnic. Its branches and green leaves give us shade. In summer, the narra tree bears yellow flowers. How beautiful the narra is! VI. Extension Activities As an assignment, ask the pupils to read Do You Know, Science and Health III, page 143 and identify the key sentence of each paragraph. Ask the pupils to write the sentences in a clean sheet of paper.
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Summary of Skills Learned Grade 1 Listening • • • • •
Listening to words with initial consonant sounds Getting the main idea of a selection heard Answering wh-questions Noting details in a selection heard Identifying the details of a story heard
Speaking • • •
• •
Saying words with initial /p/ and /f/ Using the personal pronouns he and she Using the pronoun that agrees in gender with its antecedent Using verbs in the simple present form Using the -s form of the verb
Reading • • •
•
Associating pictures with words Telling what a composite picture is about Answering questions based on stimuli presented Grouping pictures under correct headings
Writing • •
• •
•
Copying letters and sentences Copying 2-3 sentences with correct punctuation marks Writing from dictation Copying the names of characters in the story heard Writing names of objects used in school
Grade 2 Listening • •
•
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Answering questions from a story listened to Recognizing the rising and falling intonation in questions or statements heard Following simple onestep directions listened to
Speaking •
•
•
Using courteous expressions in taking leave and offering help Increasing one’s vocabulary by learning synonyms of common words Using the rising and falling intonation in asking and answering questions
Reading •
•
•
Acting out a dialogue using courteous expressions Reading words that rhyme from a poem read in class Using synonyms of common words in sentences
Writing •
•
•
Using capital letters correctly in writing one’s name and address Using capital in writing proper names and the beginning letter of the first word in a sentence Writing yes-no questions
• •
Giving commands or one-step directions Using synonyms and antonyms
•
•
Reading selections observing rising and falling intonations Following directions
•
•
Copying one-step directions observing capitalization and punctuation Copying words in alphabetical order
Grade 3 Listening • • •
Answering questions from the story listened to Getting the main idea Sequencing events in the story listened through guided questioning
Speaking • • •
• •
Using subject pronouns Using the plural form of nouns Giving short commands or directions and twostep directions Using count words for nouns Using verbs in sentences
Reading • • • • •
Identifying irrelevant ideas from a passage Arranging events from a story read Noting explicit details from a story read Forming the plural of nouns Identifying the key sentence in a paragraph
Writing •
• •
•
Writing legibly observing correct letter form, capitalization, and punctuation Writing the correct spelling of words Writing sentences that give directions or commands Writing telling and asking sentences
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BIBLIOGRAPHY Bergeron, B. S. and Wolff, M. B., Teaching Reading Strategies in the Primary Grades. USA: Scholastic Inc., 2002. Cohew, A. D., Strategies in Learning and Using a Second Language. USA: Addison Wesley Longman, Inc., 1998. Brown, H. D., Principles of Language Learning and Teaching. USA: Prentice Hall International, Inc., 1980. MCDonough, J. and Shaw, C., Materials and Methods in ELT, A Teacher’s Guide. USA: Cambridge University Press, year . Oxford, R. L., Language Learning Strategies, What Every Teacher Should Know. Boston: Heinle and Heinle Publishing, 1989. Richards, J. C. and Lockhart, C., Reflective Teaching in Second Language Classrooms. USA: Cambridge University Press, 1994. Richards, J. C. and Rodgers, T.S., Approaches and Methods in Language Teaching. USA: Cambridge University Press, 1986.
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