DLP_ENGLISH 3_Q1-Q4.docx

1st
ENGLISH III
Date: ____________
I. Objective:
 Identifiesanduse final consonantsound/f/and/p/.
Values: Cleanliness
II. SubjectMatter:
Words with Final Consonant Sound /F/ and /P/
References: Building English Skills 3 Bk. 2 pp. 62-65
PELC 1.1 p.1
Materials: pictures, realobjects, charts
III.Procedure:
A. Preparatory Activities:
1. Drill:
Teacher says the following words. Have the pupils write the final sound of each word on
their show-me card.
eyes play miss kiss jazz
2. Review:
Show F to the class.
Show P to the class.
What is the name of this letter? What is its sound?
B. Presentation:
1. Motivation:
Present a set of pictures. Let us see if you can match each picture with the sentence that
tells something about it.
This is a ship.
This is a loaf of bread
This is a leaf.

This is a cup.
2. Listening Activity:
Teacher reads these sentences.
1. The cup is on the table.
2. She gives me a loaf of bread.
3. They ride on a ship.
4. The deaf man is sitting beside Perla.
In sentence number 1, what is the final sound of the underlined word?
In sentence 2, 3 and 4?
3. Speaking:
a. Say the words listed on the chart.
A B
half, chief, calf top, chop, cup
roof, deaf,loaf shop, ship, top
What sound did you hear at the end of each word in column A? B? What is the sound
of /f/ and /p/?
b. Ask the pupils to give other words with final sound /f/ and /p/.
C. Application:
1. Underline the word with final /f/ sound and encircle the word with a final /p/ sound.
a. There was enough beef for the troop.
b. One half cup of milk is enough for me.
c. Write a brief paragraph.
D. Writing Activity:
Copy the following words by following the correct letter form. (Teacher will teach the pupils
the up and down strokes in writing big letter F and P, and small letter f and p.
IV. Evaluation:
Read the paragraph and copy the words with a final /f/ sound and /p/ sound. Write in column A
the /f/ sound and in column B the /p/ sound.
The children are playing in the yard. They shout, run and jump. They crawlunderneath a bushy
clump. Then they saw a deaf man holding a loaf of bread. Suddenly, the deaf man falls down. The
children helped him.
A B
/f/ sound /p/ sound

V. Assignment:
Write the 5 words with final /f/ sound and 5 words with /p/ sound and use them in sentences.
Remarks:
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ENGLISH III
Date: ____________
I. Objectives:
 Identifies the final consonant sound /ck/
 Pronounces correctly words with final consonant sound /ck/
Values: Attentiveness
II. SubjectMatter:
Final consonant sound /ck/
References: PELC 1.1 p.13
Materials: paragraph, pictures, realobjects
III.Procedure:
A. Preliminary Activities:
1. Drill:
Let the pupils read the words and td the pupils to underline the final consonant sound /ch/
used in each word.
church crush branch
flash crunch brush
flesh rush bunch
2. Review:
Direction: Read the poem and all the words with /st/ sound the words with /dz/ sound. /st/
sound in the first column and /dz/ sound in the second column.
THINGS I SAW
I. I saw a candy II. I saw a waste near the paste
It tastes very sweet I saw a badge
I saw a boy It is very large
On the edge of the bridge
3. Motivation:
(Use a cassette) Let the pupils hear the sound.
Ask: What sound do you hear?
a. tik, tak, tik, tak
b. quak, quak, quak
c. broom-broom-broom
III.Presentation:

1. Reading Activity
Let the pupils read the rhyme in the chart.
"I keep a duck at home. It often stays in the pond. It never clucks. It always quacks. It greets
me every three o'clock."
Ask:What are the words in the rhyme that have a final consonant /ck/ sound? What is the sound
produced?
2. Speaking Activity:
Write the ff. sentences on the board. (Let pupils read)
1. The duck swims in the pond everyday.
2. Mother washes clothes every nine o'clock in the morning.
3. The children ride on a truck.
C. Application:
1. Let the pupils copy the words with final consonant /ck/ sound.
tack took pack luck
task stick pick look
IV. Evaluation:
Copy the paragraph. Encircle the words with final consonant /ck/ sound.
At six o'clock in the morning. I ride on a truck. I pick a pack of paper. I put it on a sack and hang
it on a stick at the back of the truck.
V. Assignment:
Give five (5) words with final /ck/ sound and use them in sentences.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Identifiesthe finalconsonantsound/s/and/z/
 Pronounceswordswithfinal consonant/s/and/z/
Values: Alertness
II. SubjectMatter:
Final Consonant sound /s/ and /z/
Materials: cut-outs, flashcards,pictures
III.Procedure:
1. Drill:
Distribute cut-outs showing /s/ & /z/. Raise letter s if you hear the word beginning with
/s/ sound and raise z if the word begins with /z/ sound.
2. Review:
Let's play a game. (Teacher reads the words on the board/chart). If you hear a word
beginning with /s/ sound, boys will stand up. If you hear a word with /z/ sound, girls with
stand up.
Sonia zero zoo zebra
zig-zag soap Sally zoom
Susan sun sack senate
3. Motivation:
Let the pupils to look inside and outside the room.
a. Ask: What can you see inside our room? Outside our room?
Flowers desks erasers trees
B. 1. Presentation:
Show pictures ending with /s/. Tell them to listen carefully,
Say: I'm going to say the names of these things in the picture.
Ask: What is the final sound?
Let the pupils produce /s/ by groups, rows and individual pupils.
Let them repeat the words after the teacher.
Show pictures ending in /z/ sound.

Ask: What is the final sound?
2. Discussion
1. Tell the children to listen where the /s/ is heard.
Ex. apples ducks chicks
hats maps books
Where did you hear the /s/ sound?
C. 1. Listening Activity:
Flash the letter symbol. Tell the children to identify the final sound of the word by raising
their flaglets.
red flaglet - /s/ sound
blue flaglet - /z/ sound
2. Reading and Speaking Activity:
Present a poem. Let them read orally by groups, rows and by individual pupils.
Direction: Underline the words with final /s/ sound.
Rise and Shine (chart)
D. SkillsDevelopment:
Read and draw a ring around the word with /z/ sound.
eyes size case wise
rice nose docks tops
cars socks cups hands
E. Generalization:
1. Give words with final /s/ sound.
2. Give words with final /z/ sound.
F. Application:
Present words on the board/chart. I'm going to read the words. Write the words with final
sound /s/ in col. A and write the words with final sound /z/ in col. B.
nose books snacks logs weeds
eyes keys chicks fruits caps
IV. Evaluation:
Read the words inside the circle. Classify each word according to its final sound. Write all the
words with the /s/ sound inside the square and words with the /z/ sound inside the triangle.
cups elbows
flowers hands
pencils scissors

V. Assignment:
Write five (5) words with /s/ sounds and five (5) words with /z/ sound:
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Identifiesandproduce correctlythe final /ch/.
Values: Love of animals/kindnesstoanimals
II. SubjectMatter:
Words with Final Consonant Sound /ch/
Story: “A Silk Thread Home”
References: PELC 1.1 p.13; Building English Skills Bk. 1 pp. 102-104
Materials: pictures, flashcards, chart
III.Procedure:
A. Preliminary Activity:
1. Pronunciation Drill:
Game – Picking Fruits
Pick a fruit and read the word printed on it.
roof chop deaf leaf help top
2. Review:
- Teacher pronounces the word.
- Clap you hands once if you hear the final consonant /st/.
- Clap you hands twice if you hear the final consonant /dz/.
waste hedge edge badge
3. Motivation:
Present a picture of a spider.
Ask:
1. What do you see in the picture?
2. What do you call the home of the spider?
3. What is the spiders’ home made of?
4. Unlocking of Difficulties:
Match the word with the picture. (use a pocket chart)
1. a. web
2. b. glass jar

3. c. shell
B. Presentation:
A. Today, we are going to read a story about the life of the spider.
B. Stating the Motive Question
Do you like to know how spiders make their home?
C. 1. Guided Oral Reading
Teacher will give the comprehension questions one after the other and tell the pupils
to look for the answer.
a. What did the children do with the spider they found? (page 102 — third paragraph)
b. What did the spider do in its new home? (page 103 - fourth paragraph)
c. What will happen to the eggs in the egg case? (page 104 - third paragraph)
C. Generalization:
How do we pronounce words with final consonant /ch/?
D. Application:
A. Divide the class into 2 groups. Distribute set of words in each group. Match the word on the
flashcard with the words on the pocket chart
hatch latch snatch crunch
catch match lunch much
batch watch church touch
IV. Evaluation:
Read the sentences and underline the words with final /ch/.
1. The children throw and catch the ball.
2. The first batch of boys sit on the chairs.
3. We watch TV shows in the afternoon.
V. Assignment:
Use the following words in a sentence.
1. church
2. branch
3. match
4. watch
5. bench
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Identifiesthe producescorrectlythe final consonantsoundsinwordslistenedto.
Values: Attentiveness
II. SubjectMatter:
Final Consonant Sound /st/ and dz/
PELC 1.1 p.1
Materials: pictures, cut-outs of a flower, flashcards, pocket chart, 2 boxes
III.Procedure:
1. Drill:
Show different pictures of fruits. Let the pupils go infront and get one. Read the word
written on it and then put it in the pocket chart.
2. Review:
Let us see if you can match each picture with the sentence that tells something about it.

B. Lesson Proper:
1. Motivation:
Guessing game. Present set of pictures. The teacher will describe each picture, then the
pupils will guess what is it all about. Whoever the first one who can guess will get the
picture?
1. It is something built over a river.
2. It is a sticky material for putting pieces of paper together.
3. Candy wrapper is something which can be thrown as a ___________
2. Presentation:
a. Show the following words on the blackboard or in the pocket chart. Read the words in the
first column and in the second column. Have the class read.
/st/ /dz/
paste edge
taste bridge
waste pledge
C. Exercises:
1. Arrange the letters in the boxes and read the complete sentence.
1. Nena gives me
2. Throw your in the trashcan.
3. Candies and ice cream sweet.
Write 5 sentencesusingthe followingwords.The phrasesbellow will helpyou.
1. paste 1. isstickymaterial puttingpiecesof papertogether.
2. hedge 2. Santanmakesa beautiful
3. taste 3. a way of findingourif foodissweet
E. Generalization:
Words withconsonantcluster ste are soundedas/st/.
IV. Evaluation:

Read the paragraph and underline the word with /st/ sound and /dz/ sound and classify the words
according to its final sound.
Nena went to town to buy a new paste and ice cream that taste sweet. She saw a waste near the
long bridge. She sat at the edge of the bench and met the policemen with a big badge on his pocket.
V. Assignment:
Write sentences using the following words.
1. hedge 2. baste 3. badge 4. pledge 5. haste
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Identifiesandpronounceswordswithinitial consonantclustersl,sm, snand sp.
Values: Conservationof Natural Resources
II. SubjectMatter:
Initial Consonant Cluster sl, sm, sn, sp
References: PELC 1.2 , 1.1, 1 p.13
Building English Skills for Grade III Bk. 1 pp. 70-71
Materials: Flashcards, cut-outs of flowers and butterflies
III.Procedure:
1. Free Communication:
Asking and answering questions about the environment.
- Have you been to the forest?
- What do you see in the forest?
2. Pronunciation Drill::
Words with final f and gh sound.
Say the words after me.
/f/ /gh/
deaf cough
leaf rough
calf tough
B. Presentation:
1. Motivation:
Have you heard about the landslide in Cherry Hills subdivision? What do you think was
the cause of the tragedy?
Today let us read how to protect our forest from landslides.
2. Unlocking of difficulties through context clues.
Find out the meaning of the underlined words with the way they are used in the sentences
below:
a. Proper waste disposal prevents water,air and land pollution.
b. People who live near the mountain left their houses because of the landslide.
3. Giving the motive question.
How should we take care of our forest?

4. Recall of the standards for oral reading.
5. Reading of the paragraph by the teacher.
"Protect Forest and Plants" T.M. pp.9
6. Comprehension Check-Up
Let the pupils read and answer the questions.
a. What things can we get from the forest?
b. In what way do the dead leaves of trees help in preventing the flow of the water?
C. Generalization:
What initial consonant clusters did you learn today? What is the sound of sl? sm? sn? sp?
D. Practice:
Listen to each word: All group I will stand up if the word has sl sound, Group II sm sound,
Group III sn sound and Group IV sp sound.
1. slam 4. speak
2. smask 5. slush
3. snow
E. Application:
Identify the initial consonant cluster of the following words by putting the butterflies beside
the flower.
Ask pupils to give words beginning with the following consonant clusters.
sm sn sl sp
F. Infusion of Values:
What lesson did we learn from the following consonant clusters?
IV. Evaluation:
Observe the correct capitalization and punctuation.
1. Small plants and animals can be found in the forest.
2. Snake crawls in the bushes.
3. Mother bought special flavored ice cream.
V. Assignment:
Write five words with initial consonant clusters. Use each in a sentence.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Identifieswordwithinitial consonantblends/bl/and/br/.
Values: Kindnesstoanimals
II. SubjectMatter:
Initial Consonant blends /bl/and /br/
Skills Development Book in English Grade III p. 78
Materials: picture, chart
III.Procedure:
1. Drill:
Pronounce the words on flashcards correctly
climb crown
down cry
dean crib
2. Review:
Do you have a pet dog in your home?
What is the color of it?
How do you take care of it?
3. Read the following paragraph. “A Puppy Named Bravo” T.M. p.11
4. Comprehension Check-up
Read and answer the questions.
a. Who is Bravo?
b. Where did it come from?
c. What are the colors of the dog?
B. Presentation:
a. Let the pupils identify, read and underline the words with consonant blends in the paragraph.
b. Reading by group, pair and individual
I II
brown black
Bryan blue
Bravo Blessy

C. Generalization:
What do you call the group of consonants found at the beginning of each word?
D. Practice:
Listentoeach word.Standup if you hearthe /bl/consonantblendandsitdownif you hear
the /br/ consonantblend.
1. blackboard 3. brain 5. brat
2. brittle 4. blade
E. Application:
1. Reading of sentences with consonant blends /bl/ and /br/.
2. Encircle the words with consonant blends /bl/ and /br/.
a. Lapu-lapu is one of our brave Filipino heroes.
b. Did you see the light blink?
c. She brushes her long hair.
F. Infusion Value:
If you were Blessy, would you take care of the dog, too? What did Blessy show?
IV. Evaluation:
Say the name of each picture. Ring the correct consonant blend.
V. Assignment:
Say the first word to yourself, then choose the word which has the beginning sound as the first
word. Write the letter of the correct answer.
______1. bless a. brown b. blower c. brain
______2. brick a. brittle b. blind c. blow
______3. bladder a. blood b. break c. brush
______4. bright a. blame b. blue c. bridge
______5. blend a. black b. brook c. brain
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Identifieswordswithinitialconsonantblends/gr/and/gl/
Values: Caringof plants
II. SubjectMatter:
Initial consonant Blends /gl/ and /gr/
Skills Development Book in English Grade III p. 181
III.Procedure:
1. Drill:
Pronounce the words on flashcards correctly
/sm/ /sn/
small snail
smell snow
smack snacks
2. Review:
Write /pl/ and /fl/ at the beginning of the words.
__ ower ____ ane
___ ute
3. Motivation:
Do you have plants grow in your backyard?
Do you take care of them?
B. Discussion :
a. Let the pupils identify, read and underline the words with consonant blends in paragraph.
b. Reading by group, pair and individual.
I II

grow glass
ground glow
green glad
What similarities do you see from the words?
C. Generalization:
D. Practice:
1. Listentoeach word.Clapyour handonce if ithas /gl/sound.Clapyour handstwice if ithas
/gr/ sound.
1. glad 4. grow
2. gray 5. glisten
3. glean
E. Infusion of Value:
Why are plantsimportantto us?Do you love plants,too?
What do we do to showour love forplants?
IV. Evaluation:
Give the name of each picture and write in the boxes.
V. Assignment:
Copy the sentences and encircle the words having /gl/ and /gr/ blends.
1. Pechay grows from seeds.
2. The seeds are growing in the ground
3. The grass is green.
4. Put the seed in the glass.
5. The lights are glowing.

Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Identifieswordswithinitialconsonantclusterprand pl.
Values: Self-confidenceandfaithinGod
II. SubjectMatter:
Initial Consonant Blends pr and pl
References: PELC p.13; Building English Skills 3; Bk. 2 pp. 70-85
Materials: Flashcards and pictures of different words like pray, praise, play, place, etc.
III.Procedure:
1. Drill:
Have the pupils pronounce these words on flashcards correctly.
pray play
praise place
prize price
2. Review:
Let’s gather firewood and cook rice. Let each pupil get firewood with word having initial
consonant cluster and place it under the proper plot.
B. Presentation:
1. Motivation:
a. Have you tired joining a contest?
b. Why did you join the contest?
Today we shall read a short paragraph about a girl who is excited to join the contest
2. Teachers read the paragraph while pupils listen attentively.
3. Comprehension Check-up:
1. Who joined the contest?
2. What did she do in order to win?
4. Skills Development:
What have you noticed with the following words?
price plane prize
press plate plow

C. Generalization:
D. Practice Exercises:
1. Group Practice
Readthe sentencesandchoose the wordsinitial consonantblends.
1. A goodchildprayseveryday.
2. Childrenlove toplayonthe playground
3. The glass isbrittle.
IV. Evaluation:
Choose the correct word and complete each sentence. Write only the word on the blank.
1. The farmer ________ on the field everyday.
prize plows plot price
2. Children were very happy to get their _______.
plane prize place plow
V. Assignment:
Make a list of words with initial consonant pr and pl.
pr pl
1. _____________ 1. _____________
2. _____________ 2. _____________
3. _____________ 3. _____________
4. _____________ 4. _____________
5. _____________ 5. _____________
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Recognize andproduce the initial consonantclusterquandsqu.
Values: Appreciationof heavenlybodies
II. SubjectMatter:
Initial Consonant cluster /qu/ and /squ/
Materials: picture of sky with stars and moon
III.Procedure:
1. Pre-Communication:
The teacher will show a picture of stars and moon.
Ask: How do the moon and the stars look at night?
How does the sun look during the day?
2. Review:
Let us read the following group of words with initial consonants /bl/ and /cl/
/bl/ /cl/
blow blouse clap cleanse
black bleep clasp clear
B. Presentation:
1. Motivation:
What things do you see in the sky? Say something about it?
Listen as I say each sentence. Be able to answer the question about it.
a. The shooting star fell down and made a hole in the ground?
1. A piece of star in the sky.
2. A very bright star in the sky.
3. A small star that stays on the ground.
3. a. Tell the pupils to listen to the way a little boy sees the moon and stars on a cold dark
night and the sun during the day. Read the poem aloud as the pupil read along silently
from their books.

What was the child’s wish?
C. Skills Development:
a. Write the following letters on the blackboard as presented below.
/kw/ /skw/
- Tell the pupils that the sound /kw/ and /skw/ are presented by the letters qua ns squ.
- Write qu beside /kw/ and squ beside /skw/ on the blackboard.
D. Generalization:
What letters represented the sound /kw/? /skw/?
E. Application:
Write words havinginitial consonantclusterquandsqu.
qu squ
1. _____________ 1. _____________
2. _____________ 2. _____________
3. _____________ 3. _____________
IV. Evaluation:
Read the sentences. Copy the words having an initial cluster qu and squ.
1. The opposite of slow is quick.
2. Squash is rich in vitamin A.
3. The queen gave a beautiful gown to her maid.
V. Assignment:
Write five words with initial consonant clusters qu and five words with qu and squ. Use it in a
sentence.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Identifies words with consonant clusters /spl/ and /spr/
Values: Care of plants
II. SubjectMatter:
Initial Consonant Clusters /spl/ and /spr/
References: Skills Development Book in English Grade III p. 18
PELC 1.2 p.13
Materials: flashcards, cut-outs, pictures, chart
III.Procedure:
1. Drill:
Pronounce the words on flashcards correctly.
I II
play pray
plow price
plant prime
2. Review:
Lets go hunting. Display the cut outs of animals on the board. Catch the animal and read
the word on it.
3. Motivation:
Do you have plants?
How do you take care of them?
Today were are going to read a paragraph about Janna’s Orchids.
a. What does Janna love very much?
b. What does she use to water plants?
B. Presentation:
fish dog
duck

a. Let the pupils read, identify underline the words with consonant cluster /spl/ and /spr/ in the
paragraph.
b. Reading by group, by pair and by individual.
sprinkler split
spring splash
c. What similarities do you see in the words?
C. Generalization:
D. Practice:
Listentoeach word.Showthe side of your fan/spr/ if the wordhas it andside with/spl/if
the word hasit.
1. split
2. spring
3. spray
4. splice
5. splash
IV. Evaluation:
Read the sentences and write the words having /spr/ or /spl/ initial consonant clusters.
1. Love is a many splendor thing.
2. Drinking "sprite" is one of the things that teenagers love most.
3. Spring is one of the four seasons in other countries.
V. Assignment:
Write 5 words with initial consonant clusters of /spr/ and /spl/.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Identifyinitial consonantclusters strandscr
Values: Love of nature
II. SubjectMatter:
Initial consonant cluster str and scr
References: PELC 1.2 p.13;
Building English Skills 3 p. 10; Lesson Plan in English III pp. 6-10
Materials: flashcards, pictures, cut-outs of fruits, chart
III.Procedure:
1. Drill:
Say each word after me.
small snail smell snap
smash snake smile sneeze
2. Review:
Write the initial consonant cluster spr and spl in the boxes to complete the words.
B. Presentation:
1. Motivation:
Have you been to the farm?
What do you see in the farm?
2. Presentation:
a. Today, we shall read a short paragraph about a boy who lives in a farm. Teacher reads the
paragraph while pupils listen attentively:
1. Who lives in the farm?
2. What does he do every morning?
3. When does he scream?
- Read and underline the words with initial str, scr consonant cluster in the paragraph.
- What consonant cluster do you see at the beginning of the underlined word in the
sentence? What sound did you hear at the beginning of each word?
C. Generalization:
What initial consonant clusters did you learn today? What is the sound of str?

D. Application:
Read the following sentences. Supply the appropriate word in the blank. Choose your answer
in the box.
1. She lives in Rosario _________.
2. Make your line __________.
3. Windows with _______ prevent insect to come in.
IV. Evaluation:
Arrange the jumbled letters and write them in the boxes to form the words.
Eresma - shout
Sterte - where we walk and where vehicles run
Srtahghi- not bent
csrene - something that protects
trsaem - a small body of water
V. Assignment:
Make a list of words with initial consonant str and scr.
str scr
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Recognize wordsusingspellingpatternsasclues;consonantclustersandblendsininitialand
final position.
II. SubjectMatter:
Consonant Clusters and Blends in Initial and Final Position
References: PELCA. 1.1.2; Building English Skills Bk. 2, pp.130
Materials: pictures, flashcards
Story: MINYANI
III.Procedure:
three pretty
praise thrice
program prepared
2. Review:
1. How do you pronounce vowel digraphs?
ai el oo ao
2. Give examples of words with vowel digraphs.
B. Speaking Activity:
a. How can you make a new classmate feelat home?
b. Is it good to have plenty of friends?
C. Reading Activity:
Choose the correct meaning of the underlined word in the parenthesis:
a. Minyani came and whispered something to her teacher.
Whisper is to say it (loudly, softly, honestly, happily).
b. The teacher smiled happily and nodded her (head, hand, finger).
2. Reading the story "Minyani," pages 130135.
1. Who was Minyani?
2. How did Minyani show she was a good pupil?
3. What did the class prepare for the PTA meeting?
D. Skills Development:

1. Write 5 —10 words on the board with initial and final consonant clusters. The words must be
taken from the story. Let the pupils read and let them observe how the letters are arranged.
E. Writing Activity:
Write legibly and neatly. Observe correct letter form, capitalization, punctuation and spelling.
1. shorts 3. small
2. fruits 4. dress
IV. Evaluation:
Fill in the blanks with the correct consonant clusters.
1. The teacher stood in -- --ont the room and tell them to keep quiet.
2. The malong is worn on -- --ecial occasions.
3. Mother told her children to -- --quietly inside the house because father is sleeping.
V. Assignment:
List down three words for each consonant clusters.
cl-------------- -------------- tch
sp--------- -----------nch
str ------- thr-----------
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 RecognizeswordsusingspellingpatternsCVCe asincake.Read wordswithspellingpatternCVC
e correctly.WriteswordswithCVCe patterncorrectly.
II. SubjectMatter:
Recognizing the Words Using Spelling Pattern CVC e
References: PELC 1.1 p.1 PELC 1 p. 13; Ref: English 2- Textbook p. 122
Materials: picture, flashcard
III.Procedure:
1. Warm Up
Have the children sing the ABC song
2. Drill
Reading of words with /ey/ sound
day bay today
play stay may
tray away pray
B. Presentation:
1. Motivation:
Show picture of a cake
Ask: In what occasions do you usually see a cake?
2. Presentation:
a. Today we shall learn how to say some new words
b. Present the following words in the chart
cake take some
bake make came
C. Speaking Activity:
1. Discussion / Analysis
- Which letter among these words are consonant vowels?
- What did you notice about the spelling pattern in these words?
- What sound did you hear from these words?
- What letter gives the /ey/ sound?
2. Generalization
In the words cake,name, bake and game, what pattern is used?
What sound is produced in these words?

D. Reading Activity:
Read the following words and encircle the words with /ey/ sound following the CVC e
pattern
1. late some home plant
2. some mad game wall
3. rice house tide rake
Write on the board the correct spelling of the words that the teacher will say.
1. bake 4. same
2. mate 5. came
3. rake 6. game
IV. Evaluation:
Copy the words that have the /ey/ sound following the CVC e pattern
gate good hass ripe mouse
shine safe doll seed cave
grass world grow save meat
V. Assignment:
Write 5 words with CVC e pattern.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Identifiesfinal consonantclustersandblends/rt/rd/ &/ld/
Values: Cooperation
II. SubjectMatter:
Final consonant clusters and blends /rt/rd/&/ld/
Reference: Skills Development Book in English pages 5- 6.
Materials: pictures, cut -outs, flash card & chart
III.Procedure:
1. Pronunciation Drill
Enough, tough, laugh, paragraph
2. Review
What sounds did you hear at the end of the word?
B. 1. Presentation:
a. Motivation:
Show real pieces of jewelry. Where do we place the earrings? ring ? necklace ?
Tell the pupils that they are going to read a short story about a buried treasure.
b. Unlocking of difficulties
Using concrete object & pictures
1. buried 2. treasure 3. dig
2. Guided Reading/During Reading:
The pupils read the story and answer the question after each paragraph.
“The Buried Treasure” T.M. p. 20
a. Comprehension Check - up
Answer the question in complete sentences.
1. What was the buried treasure?
2. How did they find the gold?
3. What did they use to make their work easier?
3. Post - Reading [Recognizing words with final consonant clusters] From the story read,
underline the words ending with consonant Clusters. Read all words. What are the consonant
clusters in these words? Where are they written?
Group these words according to their final consonant clusters
/rt/ /rd/ /rl/

C. Generalization:
Where do you find the consonant blend in each word? What consonant group are found at the
end of the words called? What is the sound of /rt/? /rd/? /ld/?
1. Have the pupils make a list of words with final consonant clusters and blends /rt/rd/rl/
/rt/ /rd/ /rl/
IV. Evaluation:
Choose the picture that suits the sentence. "Write the word with final consonant cluster /rt/, /rd/,
&/Id/
1. The_______ seesto it that building is safe.
2. Karen stepped on my toe and it got _________.
3. Mother used a _________to tie curtains.
V. Assignment:
Write 5 words ending with /rt/, /rd/, /Id/ & use them in sentences.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Identifythe final consonantclusterand blendendingin/nt/,/nk/,/ng/&/nd/
Values: Be contented
II. SubjectMatter:
Final Consonant Blends in /nt/, /nk/, /n /nd/
Reference: PELC 1.A.1.3 New Reading Learning & Living p. 81
Materials: Flash cards, cut-outs, & charts
III.Procedure:
1. Drill:
Say the words after me
leaf laugh
deaf cough
calf rough
2. Review:
Listen and identify the consonant blends in each word.
smart class
guard bird
gold mold
B. 1. Presentation:
a. Motivation
Show picture of a pig.
What can you say about the pig?
Tell the pupils that they are going to read a story about a pig.
2. Guided Reading/During Reading
a. The pupils read the story. Answer the questions after reading the story.
The Pink Pig
b. Comprehension Check-up
Answer the questions in complete sentences
1. Who lived in a high fence?
2. What was the boy doing?
3. Why did the other pigs like Piggy?
3. Post — Reading

Underline the word in the story with final consonant clusters /nt/, /nk/, /nd/ & /ng/
C. Generalization:
Where do you find the consonant blends in each word? What consonant group are formed at
the end of the words called? What is the sound of /nt/? /nk/? /nd/? /ng/?
1. Let the pupils picked out the fruits from the tree with final consonant cluster then place on the
chalkboard according to their respective column
Call a pupil to read the word & use it in a sentence.
Individual, group reading and then by whole class.
Listen as I say the phrases,write the word final consonant blends in each phrase.
1. round blue eyes
2. loud sound of the bell
3. on the river bank
IV. Evaluation:
Write the final consonant cluster Intl, /nk/, /nd/ & /ng/.
1. Ki - a man who rules a country and whose position is handed down from father to son.
2. la - the solid part of the earth's surface
3. be - to be curved in this way
V. Assignment:
Copy the following sentences. Underline the words with consonant blend then use the words in
your own sentences.
1. The tail is long.
2. The eye of a fish is round.
3. We deposit money in a bank.
4. The boy went to the river.
5. It is fun to swim in the hot spring.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Identify the final consonant cluster and blends /ft/, /lk/, /lp/.
Values: Eat nutritiousFood
II. SubjectMatter:
Final Consonant and Blends /lt/, /lk/, & /lp/
Reference:PELC 1.A.1.3
Materials: Flash cards,picture, & charts
III.Procedure:
bound drink round blink
went bring brand around
rentsink long ring
2. Review:
What words have final consonant blend /ng/? /nd/? /nk/? & /nt/?
B. 1. Motivation
Show a picture of children eating their breakfast.
What are the children doing? What time do they eat?
2. Presentation
Teacher reads the dialog as pupils listen.
In the Classroom (illustrated on the chart)
C. Comprehension Check-up/Discussion:
a. Answer the following questions
1. What is the dialog about?
2. What did Ana and Liza eat during breakfast?
3. What did mother buy for Ana?
D. Generalization:
Where are clusters /lp/, /lt/, & /lk/ found in the words?
E. Practice Exercises:
a. Oral Practice. Flash the words.

melt bulk help
talk fault milk
b. Use the following words in sentences.
milk salt help
belt silk gulp
F. Application:
Write down 5 words ending in /lt/, /lk/ & /lp/
IV. Evaluation:
Listen to the following phrases. Pick out the word with final consonant blends /lp/, /lt/ & /lk/
1. a little salt
2. help the poor children
3. felt the warm air
V. Assignment:
Write a short paragraph using words with final consonant /lt/, /lp/, & /lk/.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Identifyfinalconsonantclustersandblends/ch/&/sh/
Values: Cooperation
II. SubjectMatter:
Final Consonant Cluster and Blends /ch/ & /sh/
References:PELC 1.A.1.3
Materials: Flash cards & charts
III.Procedure:
1. Drill:
both health path wealth
moth bath cloth month
2. Review:
Listen carefully as I say each word. Clap once if the consonant blend is /it/, twice if /lk/ &
thrice if /lp/
salt help talk gulp
bulk belt scalp walk
B. 1. Motivation
What things do you love to do? Things you don't want to do?
2. Presentation
Teacher reads the verses as pupils listen.
Not Everybody Does the Same Thing (chart)
C. Comprehension Check-up:
a. Answer the following questions orally. How do some people differ as mentioned in the
verses?
What do they have in common?
What do you do everyday?
What doesn't she do?
What doesn't he do?
D. Generalization:

Where do you find the consonant group? What are they called? What is the sound of /ch/? /sh/?
a. Oral Practice
Show words on the chalkboard. Let the pupils read the words.
/sh/ /ch/
wash march
hush batch
IV. Evaluation:
Listen to the rhyme. Pick the words with final consonant dusters /ch/ and /sh/
The children march to the church
Let's have lunch at the beach
Better wash your brush
Don't rush, I have no cash yet.
Lets finish the search for the missing brooch.
/ch/ /sh/
V. Assignment:
Write a short paragraph using words with final consonant clusters /ch/ /sh/.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Identifiesfinal consonantclusterandblends/ty/,/ly/,and/ry/
Values: Cooperation
II. SubjectMatter:
Final Consonant clusters and Blends /ty/, /ly/ & /ry/
Reference:PELC 1.A.1.3
Materials: picture, flashcards, & chart
III.Procedure:
1. Drill:
Listen as I say the phrases,identify the final consonant blend in each phrase. Raise your
right hand if you hear the final consonant blend /ch/ and stamp your feet if you hear the final
consonant blend /sh/
1. time for lunch
2. (wrap the sandwich
3. gather fresh fruit
B. 1. Motivation
Show a picture of a family preparing to go to church. Where do you think the family is
going early in the day?
2. Presentation:
Teacher read the story as pupils listen.
“What a Beautiful Day” T.M. p.25
C. Comprehension check-up/Discussion
a. Answer the following questions orally
1. Why did Mr. Curry and his family wake up early?
2. What did they do before taking breakfast?
D. Generalization:
Where are the final consonant blends found? What do you call /ly/? /ty/? & /ry/?
a. Oral Practice
Show other words on the chalkboard. Let the pupils read the words.

/ly/ /ty/ /ry/
family pretty story
ugly dirty sorry
IV. Evaluation:
Fill in the blanks to complete each sentence. Choose from the words inside the box.
library naughty hurry plenty
family only dainty story
1. ___________ boys are being disliked.
2. The _________went to the city.
3. Paolo read many books in the _________.
V. Assignment:
Use the following words in sentences,
1. pretty
2. sorry
3. hurry
4. holy
5. party
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Identifythe wordsthatrhyme inthe poemread.Readthe wordsthat rhyme Copythe words
that rhyme
II. SubjectMatter:
Rhyming Words in a Poem Read
References:PELC 2, page 13; Building English Skills Bk. 1, pp.31-32; REX Lesson Plan 3, pp.64
Phil. Journal of Education, March 2002, pp.457
Materials: Concrete objects like dolls, leaves etc.,Cassette recorder
III.Procedure:
1. Drill: Let the pupils read the poem written on the board.
A reader needs no magic car
A book transport him near or far
A reader by the printed page
Is carried into another age.
2. Motivation:
Ask the pupils about their favorite games.
Show pictures and ask the pupils what games they played.
3. Unlocking of Difficulties: The teacher can use pictures to unlock the following words.
1. Branch 3. Bicycle
2. Cakes 4. Games
B. Listening Activity:
Listening Activity: Listen to the tape played. "Children Like to Play." T.M. p.27
Ask the following questions:
1. Where do children like to hide?
2. What do girls love to play with?
3. What do boys love to play with?
Let the pupils tell something about the pictures shown.
1. Children playing yoyo.
2. Children playing chinese garter.
1. Let the pupils read the poem "Games" on pp.31-32 BES. Bk. 12.
Ask:

a. What are the games played by the children in the poem?
b. What games are played by the girls?
c. What games are played by boys?
Present another poem and let the pupils copy the words that rhyme in the poem.
“WERE DOINGA LOT TODAY” (chart)
IV. Evaluation:
Identify the words that rhyme in the following poem.
Jack and Jill
Went up the hill
To get a pail of water
Jack fell down
And broke his crown
And Jill came tumbling after.
V. Assignment:
1. Copy an English song with rhyming words.
2. Bring song hits or song book.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Identify words that rhyme in a song Sing a poem to the tune of a familiar melody Copy a
familiar song with rhyming words
II. SubjectMatter:
Rhyming Words in a Song
Reference: PELC 2.2.1, pp.1’ Building English Skills, Bk. 1 pp.16
Materials: Songs written in a Manila Paper Song hits, Songbook
Values: Songs give music o the soul. Songs make as alive.
III.Procedure:
1. Drill:
Tell the pupils to clap their hands twice if the pair of words rhyme and once if it does not:
1. clay - play
2. bend - dance
3. day - way
2. Motivation:
What things do you see in the sky? Say something about it.
Listen to the following sentences. Be able to answer the questions about it. Choose your
answer from the items listed below each sentence.
1. The falling star came down and made a hole in the ground. What is a falling star?
a. a piece of star that falls in the sky
b. a very bright star in the sky
c. a small star that stays on the ground
d. a blue whirling star
4. Listening Skills:
1. Speaking Activity:
Let the children choose a line from the songs in their songhits or songbook.
Let them sing the line with rhyming words. (This can be done thru rap, rock, modern, etc.).
2. Reading Activity:
a. Present the chart with the song "Catch a Falling Star" to the pupils.
3. Writing Activity
From their assignment, let the pupils rewrite the song with rhyming words and
underline the words that rhyme.

C. Generalization:
What are rhyming words?
IV. Evaluation:
Direction: Underline and number the rhyming words in the song. The first one has been done for
you.
I HAVE A DREAM
I have a dream, a song to sing
To help me cope with anything
If you see the wonder of a fairytale
You can take the future even if you fail.
I believe in angels, something good in everything I see
I believe in angels when I know the time is right for me
I'll cross the stream,
I have a dream.
V. Assignment:
Copy the song and underline the words that rhyme.
THIS I PROMISE YOU
When the visions around you
Bring tear in your eyes
And all that surround you
Are secrets and lies.
I've loved you forever
In lifetimes before
And I promise you never
Will you hurt anymore?
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Identifywordsthatrhyme ina poemAnswerwh- questionsbasedonapoemread.
Values: self-confidenceandfaithinGod
II. SubjectMatter:
Identifying Rhyming Words
Reference: Lesson Plan in English III p. 1101/Skills Development in English 3 pp. 7-8
Materials: Song written in a Manila Paper Song hits, Songbook
Values: Valuing preparedness
III.Procedure:
1. Drill:
Read the groups of words with final consonant.
/rt/ /rd/ /rl/
in his heart on the board with a pear
2. Motivation:
Can you see the wind?
When can you tell that the wind is blowing?
What does the wind to when it
a. circles, round the hill
b. whistles
c. tumbles up the sky
Listen to the poem “Before and Now” T.M. p.29
Ask the following questions
1. What could the speaker see years ago?
2. Where the dewdrops?
3. What did he/she feels
Finish the little poem by telling the word that rhyme with last word of the first line.
1. Fireman! Fireman! Get out of your cell! There goes the alarm – Ding-Dong - ________.
2. Come let us sing

As we ride on the __________.
1. Read the poem “The Wind” T.M. p. 30
2. Ask:
a. Who is the writer of the poem talking to?
b. What does the wind do according to her?
c. Does she love the wind? Why?
3. Generalization: What are rhyming words?
4. Value Infusion: What should the family do when a storm is coming?
Let the pupilscopythe wordsthat rhyme inthe poem.“Tools”T.M. p. 30
IV. Evaluation:
Choose which in the sets of words does not rhyme the rest.
1. pay tray fry
2. fence chance dance
3. book look cool
4. part pair chair
5. tool pool food
V. Assignment:
Write 3 words that rhyme with each of the ff.
1. face 4. round
2. wish 5. jar
3. box
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Recite short verses 1-2 stanza poem with correct intonation and stress Copy the poem
correctly from a model
II. SubjectMatter:
Short Verses - Two Stanza Poems
References: ELC 2.1 pp.15
Before and Now reading Marvels
Work, text in Reading for Grade III
Materials: Pictures with clean and beautiful surrounding, pictures of a dirty place
Values: Save Mother Earth
III.Procedure:
1. Drill: Let the pupils read the rhyme written on the board. “Little Miss Muffet” T.M. p. 30
2. Review:
Direction: Fill in the blank with correct word that rhymes with the underline word.
1. Rain, rain go away
Come again another
(week,month, day)
2. Mother, Mother I am sick
Call the doctor very
(quick, fast,well)
3. Motivation:
How many of you have been to Manila? Will you compare the surroundings in the city
with that of your place? What can you say about the air in the city compared with the air in
the countryside?
B. Presentation:
1. The teacher will read the poem while children listen. “BEFORE and NOW” T.M. p. 31
2. Discussion:
1. What did the speaker see years ago?
2. Where were the dew drops?
3. What did she feel?
Let the pupils the poem with correct intonation, stress and pronunciation.
4. Generalization:

How are you going to recite a poem or verse?
C. Practice Exercises:
1. Read the poem with correct intonation and stress. “To Mother Earth” T.M. p. 31
2. Readingthe poemindividuallybythe pupils,thenbygroup.Observe correctintonationand
stress.
IV. Evaluation:
Let the pupils recite another poem with correct intonation, stress and pronunciation.
Water! There was no water on the land.
Water! He ran and scooped it with his hand.
Water at last was gushing,
Praise to Kabunian, his King!
V. Assignment:
Copy a short poem or verse in your notebook. Be ready to read or recite in class.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Recognize wordsthatrhyme inpoemheardRecite poemwithgestures
II. SubjectMatter:
Reciting Poem with Gestures
References:Building English Skills Bk.1, pp.1418 PELC 1.1
Materials: Picture of a Traffic Policeman, flashcards
Poem: The Traffic Policeman
Values: Obeying Traffic Rules
III.Procedure:
1. Drill: Read the following words that rhyme
store - door day - way
wide - side say - pay
jelly – belly sweet - tweet
2. Review:
What are rhyming words?
3. Motivation:
Show picture of a busy road with a traffic policeman.
What did you see in the picture? What does the policeman do in the road?
Develop the meaning of gestures through context clues like: The boys take off his hat as a
gesture of respect.
1. Use KWL Chart. (What I Know, What I Want to Know, What I Have Learned).
Ask the pupils to giver their idea about a traffic policeman, and what they want to know
about him. “KNOWWHAT LEARN” T.M. p.32
1. Read the poem orally. “The Traffic Policeman” T.M. 32
2. Discussion:
1. Why does the writer love to stay at a busy corner?
2. Why is the traffic policeman like a clown?
3. Why does the writer want to grow up fast?
a. Teacher shows the correct gesture about the poem read.

b. Group the pupils into four. Each group will perform the correct gesture or will recite the
poem with correct gesture.
4. Generalization:
What should be observed when reciting a poem?
Askthe pupilstocopy the wordsthat rhyme inthe poem?
IV. Evaluation:
BIRDS AT PLAY
Birds at play Five little birds
Perched on a branch
One flew away The other stayed
One hopped upward
Another jumped backward
The blue one titled back
The black bird fell down
But on the other branch.
V. Assignment:
Think of an appropriate gesture for each line below and be ready to show in class.
1. Little boy blue come blow your horn
2. Jack and Jill went up the hill
3. I frightened little mouse under the chair.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Readorallywell-likedshortversesMemorize shortverses
II. SubjectMatter:
Memorizing Short Verses
References:PELC,III - E 1.3 Bible
Materials: Short verses written on a chart Values: Golden Rule
III.Procedure:
1. Drill: Phonetic drill
d t
dank tank
dent tent
din tin
2. Review:
What are the pointers to be remembered in reciting a poem?
Show a bible to the class and introduce the following words. Show sample of verses,
psalms and proverbs.
1. verse 4. enemy
2. psalm 5. bible
3. proverb
4. Motivation:
How many of you read the bible? What can you see or read in a bible?
B. Listening Skills:
Let the pupils listen to some verses found in the bible. Ask them their ideas about the verse
they heard.
1. Come to me all who labor and are burdened, and I will give you rest. Matthew 11:28.
2. How rich and deep are the wisdom and the knowledge of God!
Romans 11:33
a. Introduce this verse to the pupils, Luke 6:27
"Love your enemy and be good to everyone who hates you!"
b. Ask: Have you experience to have an enemy at home or in school?
Is it good to have an enemy? Why?
How do you feel if you have an enemy?

1. Let the pupils read the verse written on the chart.
"Wait on the Lord. Be of good courage and he shall strengthen thy heart." "Wait, I say, on the
Lord." Psalm 27:14
E. Skills Development:
Memorizing the verse. Example: Matthew 7:1 "Don't judge others, and God will not judge you."
Luke 6:33. "If you are kind only to someone who is kind to you, will God be pleasant with you
for that?"
Do this: 1. Read the verse.
2. Reading by lines
IV. Evaluation:
Direction: Read the following verses. Select the verse you like best and memorize.
1. Blessed are they which do hunger and thirst after righteousness, for they shall be filled. Matthew
5:6.
2. A good tree cannot produce bad fruit and bad tree cannot produce god fruit. Luke 6:43.
V. Assignment:
Copy and memorize verses in the bible.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Identify words that rhyme in a 3-4 stanza poem Read the words that rhyme in a poem. Copy
words that rhyme in a 3-4 stanza poem
II. SubjectMatter:
Rhyming Words
References: Building English Skills, Bk.1, pp.101 PELC 2, pp.13
Materials: pictures, charts,flashcards
Values: Caring of Animals
III.Procedure:
1. Drill:
Read the group of words with spelling pattern of CVCe
cake bake fate make
lame gate fame tame
2. Review:
Show to the pupils the poem "The Traffic Policeman".
Tell them to identify the rhyming words used in the poem.
Show pictures to unlock the following words.
honeybees dome
cocoon wooden pen
hives silk thread web
4. Motivation:
Show pictures of different animals to the pupils.
Ask: What animals do you see in the pictures?
Do you have the same kind of animals at home?
1. Use K W L Chart
Ask pupils to give their ideas about animals found at home and what they want to know
about it.
KNOW WHAT LEARN
1. Read the poem orally.
ANIMALS HOMES (chart)
2. Discussion:
a. What are the animals mentioned in the poem?
b. Do they have the same homes?

c. What animals live in the nest? In hives? In wooden pen?
3. Skill Development:
a. What are the rhyming words in the poem?
a. Watch words that rhyme
1. kill end
2. by still
3. dress grand
4. stand mess
5. and sky
IV. Evaluation:
Copy the words that rhyme in poem below
“How Animals Move” T.M. p.34
V. Assignment:
Copy a poem with rhyming words in any English book or magazines.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Read orally or commit memorize well-liked lines of a poem read Memorize well-liked lines
in a poem-Copy accurately well-liked lines in a poem
II. SubjectMatter:
Reading Orally or Memorizing Well-Liked Lines of a Poem
References:Building English Skills, Bk.1 pp.7576 PELC 1.6
Materials: Pictures, a model sari-sari store
Values: Politeness, Being courteous to others.
III.Procedure:
1. Drill: Pronunciation Drill
s z
lunches leaves
bunches loaves
branches knives
2. Review:
Ask the pupils to recite a verse they like best.
Show pictures to unlock the following words.
a. shelves d. lunches
b. leaves e. bunches
c. counters
4. Motivation:
Have you dream of owning a store? Do you want to have you own store? What will you
sell in your store?
B. Reading Activity:
1. Motive Question:
What kind of store does the girl in the poem dream?
2. First reading to be done by the teacher,
3. Second reading will be group or by rows.
4. Comprehension check up:
a. Give the title of the poem
b. How does a store look like?
c. What things are sold in the store?
5. Generalization:
1. How many lines are there in the poem we read?
2. What lines do you like best? Why?

C. Skills Development:
Memorizing well-liked lines in the poem.
1. Read orally well-liked lines (at least 2-3 lines)
2. Ask the pupils to recite their well-liked lines in a poem?
Copy accurately the lines you liked best in your Writing notebook.
Recall the poems that we have studies or you have learned in your other Grade, recite in
class you well=liked lines
IV. Evaluation:
Recite at least 2-3 lines of your favorite poem.
V. Assignment:
Memorize the whole poem "My Store" and be ready to recite it in the class.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Use context clues to get meaning of unfamiliar words.
 Name some good traits of Filipinos.
II. SubjectMatter:
Decoding Words through Context Clues
References: PELC 2.2; Building English Bk. 1&2
Materials: Magazines
Values: Respect to Filipino Culture
III.Procedure:
1. Spelling
Philippines family
cellophane celebrate
Teenager delicious
lantern remembrance
novena
2. Motivation
Are you fond of reading magazines and books?
What do you usually do if you don't understand the meaning of a certain words?
Andres loves to read books. He likes to read stories about pirates and cowboys. He also likes
to read books about machines, wild animals and heavenly bodies. Andres curls up in a big sofa
when he reads a book.
Who loves to read books?
What are the stories he likes to read?
C. Speaking:
Use word association technique to draw concept of the word ...Filipino...
1. Are you a Filipino?
2. Are proud to be a Filipino?
D. Reading:
Read silently the selection and be able to answer the question that follows.
Christmas in the Philippines is a time for gift giving, gift receiving and merriment. Christmas
means a lot of things to a lot of people. For the little children, it means toys and goodies. For the
teenagers, it means gift for the people they love and remembrances from those who love them.
And for parents, Christmas is a time for a get-together…..see T.M. p. 36

IV. Evaluation:
Read the selection and answer the questions that follows.
Filipinos are helpful. They are ready to help one another especially in time of need. They help one
another in activities like planting and harvesting farm crops, building a house, and making boats.
Filipinos love and respect the members of their families………. see T.M. p. 37
Encircle the word that is being defined
1. Filipino helps in building a house for their love ones. (this word refers to a dwelling place)
2. Filipino show deep reverence for a Supreme Being. (this refers to respect and esteem.)
V. Assignment:
List other Filipino traditions.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Identify words that rhyme in a paragraph. Read accurately selection with rhyming words Copy
the words that rhyme in a paragraph.
II. SubjectMatter:
Rhyming Words in a Paragraph
References:PELC 2,pp.1
Materials: Magazines
III.Procedure:
1. Drill: Pronunciation Drill
stand - land damp - lamp
danger - manager fever - lever
polar - collar liter - later
2. Motivation:
Who among you have witnessed the Ati-atihan festival? Do you know of some festivals
being celebrated in our country?
Let the pupils listen to the paragraph.
The most colorful religious celebration in Cebu is the "Sinulog" festival. The week long
celebration is held in January every year…..see T.M. p. 37
a. What is all about the paragraph?
b. Where this Sinulog Festival was held?
c. How do they celebrate their Sinulog Festival?
C. Speaking:
Let the pupils share their experiences about other festival they had attended or watched. (It
can be presented by group or individual.)
D. Reading:
Read orally the paragraph and answer the questions that follows.
The farmers of Panay performs the "Bongad" to ensure a rich harvest. During the planting
season, they put a comb and some coconuts on an altar as offering the spirits. They also put
together young branches of "bunga with ikmo" for old people to chew.
a. Why farmers of Panay perform the 'Bongad'.
b. How do they make offerings to the spirits?
E. Writing:
Match the words with the same final sounds.

Decolgen hire wood
lyre clothes measure
hood hose oxygen
IV. Evaluation:
Read the paragraph and answer the questions that follows.
Melly and her family spent their vacation in Kalibo, Aklan. They were able to witnessed the Ati-
atihan Festival. It was………see T.M. p. 38
Answer the following
1. How did Melly and her family spend their vacation?
a. by going swimming
b. by joining the ati-atihan festival
c. by having a picnic
V. Assignment:
Write a paragraph about your fiesta celebration.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Talk aboutotherand thingsusingthe risingandrising-fallingintonationpatterns.
II. SubjectMatter:
Rising-falling Intonation Patterns Using Can or Can't.
References: PELC 2.1,p.13
Building English Skills 3, Book 1 pp.115-116; pp.44-47
Materials: picture of different animals, flashcards
III.Procedure:
A. 1. Free Communication:
Guessing Game — What Am I Doing
Call a pupil to act and the pupils will guess what he/she is doing.
2. Pronunciation Drill::
Let us read the following group of words with initial consonants /gr/, /gl/, and /br/
/gr/ /gl/ /br/
grace glow bread
great glad brave
grave glory branch
B. Presentation:
1. Motivation:
Show a picture of different animals.
Ask: What can a horse do?
What can bird do?
2. Read the sentences aloud as a the pupils read along silently.
a. Can a worm fly like a bird?
b. Can a monkey swing by its tail?
C. Generalization:
Which sentences are spoken with rising intonation? With rising-falling intonation?
1. Read the question and answer orally with correct intonation.
a. Can a monkey swing on branches? (Yes,it can.)
b. Can an elephant carry heavy loads? (Yes,it can.)
c. Can a bird walk like a dog? (No, it can't.)
E. Application:
1. Pupils asks a question and others will answer. Row 1 will ask questions and Row 11 will
answer. Observe proper intonation.

Example:
Can you dance? No, I can't.
Can you sing? Yes,I can.
F. Infusion of Value:
What shall we do with our pets?
How should we treat them?
IV. Evaluation:
The teacher will distribute arrows to the pupils. Put (T) before the sentence which has rising
intonation and (4') before the sentence with rising-falling intonation.
1. Can a horse gallop? Yes,it can.
2. Can a turtle run fast? No, it can't.
V. Assignment:
Write 5 examples of question and answers using the rising and rising-falling intonation pattern.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Recognize the risingandfallingintonationinquestionsandanswersheard.
II. SubjectMatter:
Rising-Falling Patterns Using Do and Don't
Skills Development Book in English Grade III p.102
Materials: pictures, chart
III.Procedure:
1. Drill:
Free communication: Guessing Game The teacher give the riddle and let the pupils guess
the answer.
I have a crown
But I'm not a king
With a thousand eyes,
I don't see anything
I am (a guava, a pineapple, a guyabano)
2. Review on giving short answer using do and don't.
Ask each question and call on pupils to answer.
a. Do you go to market every Saturday?
b. Do you go to school on time?
c. Do you help your Mother clean the house?
3. Motivation:
Show a picture of the girls working in a shoestore.
Ask questions
Do they work in a hospital? NO, they don't. Do they sell shoes? Yes,they do.
B. Presentation:
1. Read the following story.
“Ailyn and Monica” T.M. p. 40
2. Skills development
a. Read and answer the question.
Do Ailyn and Monica live in Candelaria, Zambales?
b. What happens to our voice at the end of question? (rises) And at the end of the answer.
(the voice rises and then falls)
C. Generalization:

What happens to your voice when the questions begins with do?
What happens to your voice when it is statement?
Ask and answer questions using pictures.
Read questions and answers orally using the proper rising/falling intonations.
E. Application:
A. Write yes if the voice rises at the end of the sentences and no if the voice falls at the end of
the sentence.
______ 1. Do you like to read stories?
______ 2. Kristeen likes to play computer.
______ 3. Do you eat vegetables?
Do you help your parents earn a living? What do you do?
IV. Evaluation:
Put a check () for a rising intonation and cross ( x ) for falling intonation.
______ 1. Do you walk to school everyday?
______ 2. Nina loves texting.
______ 3. Do you have many friends?
V. Assignment:
Read each question. Write an answer for each.
1. Do you go to church on Sundays?
2. Do birds fly?
3. Do dogs climb trees?
4. Do you drink milk everyday?
5. Do boys and girls dance?
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Recognize the risingandfallingintonation.
II. SubjectMatter:
Rising and Falling Intonation Patterns and short Answers.
Reference: PELC 2.1. p.13
Materials: picture of rare animals, charts
III.Procedure:
1. Pronunciation Drill
Teacher read the words with final sound /ought / and /fight/ as the pupils listen attentively
then let the pupils read the words.
/ought/ /fight/
bought thought fight right
caught brought night sight
2. Review
Read the following sentences. (Teacher models the correct intonation)
1. Can a horse gallop? Yes,it can.
2. Can a turtle run fast? No, it can't.
B. Presentation:
1. Motivation
Do you know that there are many kinds of animals in the Philippines? Can you name
some of these animals?
2. Unlocking of difficulties
Show the pupils a picture of a deer,porcupine and a mouse. Using the picture, unlock the
meaning of the following words and phrases.
- anthers
- tusk
3. Raising of Motive Question
What kind of Philippine Animals did the boy see at the zoo?
Answering the motive question What does a mouse deer look like? What did father say
about the animals in our forest today?
C. Discussion:

Read the following sentences
1. Does porcupine eats an ant?
2. Does a mouse deer rans fast?
Answers the following
1. How does each sentence begin in nos. 1 and 2?
2. What word comes after does?
D. Generalization:
When do we use does in asking questions?
E. Practice:
Answers the questions using do or does
1. Do cats walk on rooftops?
2. Do flies fishes?
3. Does a frog walk?
F. Application:
Read the following with correct intonation.
1. Do anteater climb tress? Yes,they do.
2. Does a tamaraw look like a carabao? Yes,it does.
3. Does a goat eat plants? Yes,it does.
G. Infusion of Value:
How do we protect the animals?
IV. Evaluation:
Write the correct intonation patterns for the following:
1. Do children play at recess time? Yes,they do.
2. Does Lito study hard? Yes,he does.
3. Do pupils come to school regularly? Yes,they do.
V. Assignment:
Write 5 questions beginning with do or does. Ask your classmate to answer your questions.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Recognize the risingandfallingintonation.
 Talk aboutanimalsandtheirhomes.
 Answersentencesonpoemread.
II. SubjectMatter:
Rising and Falling Patterns d id Short
Reference: PELC 2.1. p.13; BES Book 1, pp. 100-101
Materials: flashcards & picture of some animals like bees, butterflies, etc.
Value: Love and concern for animals or pets.
III.Procedure:
1. Drill:
a. Show a picture of animals' come and ask the pupils to match the picture with the animal
and read the word after each picture.
2. Review:
Giving short answer to can questions.
1. Can you jump?
2. Can you prepare food for your family?
B. Presentation:
1. Motivation
Have some pictures of animals shown. Look at these pictures. What animals do you see?
Read the following sentences and choose the meaning of the underlined word from those
in the parenthesis.
1. The cat can live in cardboard boxes. (hives, caves,wooden pen, made of cartons)
2. Most birds build their nests on trees. (homes of pigs, home of the birds, home of the
spiders)
3. First reading of the poem by the teacher while pupils read along silently.
a. What are animals mentioned in the poem?
b. What animals make their homes in cardboard boxes? In hats?

5. Second Reading by the teacher,then by the pupils.
6. Skills Development
Read these questions with correct intonation and answers it.
a. Where do lions live?
b. Which animal lives on a barn?
C. Generalization:
Individual Practice
Write the name of animals opposite the ff. list of their homes.
1. small hill
2. lady's hat
3. leaf's cocoon
E. Application:
Copy and put check for a rising intonation and X cross for a falling intonation.
1. Where do you live?
2. Can you recite a poem?
3. What is your name?
How will you take care your pets at home?
IV. Evaluation:
Copy the sentences. Put R on the blank before the number on the questions has a rising
intonation. F if it haws a falling intonation then answer it.
1. Where do animals live?
2. Do honeybees make their own homes?
3. Is the spider an insect?
V. Assignment:
Write 3-5 sentences about your pets at home.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Read orally conversation/dialogue observing proper intonation. Use courteous expressions when
turning down an invitation. Recognize the rising and falling intonation in questions and answers
heard.
II. SubjectMatter:
Oral Conversation/Dialog with Courteous Expressions
Reference: BES Bk 1 p.33
Spoken English for Filipinos p.121 Carmelita A. Conchingco - Ballesteros
Materials: flashcards & charts
Value: Truthfulness
III.Procedure:

1. Drill:
Final consonant sound
batch patch latch catch
hatch match watch
watch them patch
2. Review:
Give the meaning of underlined word in each sentences.
1. The cake is big enormous.
2. The tree is low and easy to climb.
3. Motivation:
Do you have friend? Have you tries inviting him?
Site an occasion.
B. Presentation:
Arrange the jumbled letters and write the words form.
a. nde wkee a Saturday or Sunday
b. aprodn to excuse or forgive
2. Giving a motive question.
Why did Carlo refuse the invitation?
3. Recalling the standard for oral reading.
4. Oral reading of the dialogue
C. Discussion:
1. Answering the motive question.
2. Comprehension check-up
a. Do you think Carlo do on Sunday?
b. Do you think Carlo will accept the invitation next time?
D. Generalization:
What courteous expressions should one use when turning down an invitation?
Read the dialog on page 33 BES bk 1 with proper intonation Pick out the sentences with
rising and falling intonations from the dialogue.
IV. Evaluation:
Read the conversation.
Pick out the courteous expressions and read it.
Talking With a City Mayor
Yasser: Good morning Mr. Lim, what makes a mayor leader?
Mr. Lim: Let me see. ..A mayor is like a ship designer. IF the ship design is poor, the ship
sinks.
Yasser: Can you design a city, Sir?
Mr. Lim: Oh, yes a city without design has no order.

Yasser: What if a mayor does not draw. He or she thinks of the design and asks other people
to do with the drawing.
Mr. Lim: Thank you for the information Mr. Lim.
V. Assignment:
Create a dialogue using expression may I invite you to a birthday party or I'm sorry.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Uses courteousexpressionwhenturningdownoracceptingan invitation.
II. SubjectMatter:
Using Courteous Expression Turning Down/ Accepting Invitation
Reference: PELC 3.3.1 p. 13
Basic and Beyond Languages 3 p.12
Materials: Charts, dialogue
Value: Valuing hard work to excelin class
III.Procedure:
1. Drill:
Reading of the following expression with correct intonation.
a. Please come again
b. How are you
c. May I help you
2. Review:
What kind of expressions should be used in inviting someone?
3. Discussion:
Who celebrated her birthday?
Who are invited?
Who accepted the invitation? What did she say?
4. Generalization:
What courteous should one use in turning down or accepting invitation.
What will you say with the following situations:
1. Cora was invited to a meeting of the Sangguniang Kabataan. She got sick, so she was not able
to come. What will she say to her friends?
2. Marlon was invited to a wedding anniversary of the parents of his friend Rudy. He wants to
come to the party. What will he say to him?
C. Writing Activity:
Read the following dialogue. Provide the missing line with the appropriate expressions used
in accepting/turning down invitations.
Seming: It is a wedding party of my Aunt tomorrow. May I invite you to a party at our place.
Eduardo: _______________________________

Ellen: Would you like to join our trip to Baguio on Sunday afternoon?
Gina: _______________________________
IV. Evaluation:
Use courteous expression in turning down or accepting invitations in the following situations.
1. You are invited to attend the house blessing of your friend.
2. You are invited by you good friend to see his new born puppy.
V. Assignment:
Copy in any English books a dialogue showing how to use courteous expressions when turning
down or accepting invitations.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Uses courteousexpressionsinappropriate situationssuchasinvitingsomeone.Readaccurately
oral conversation. Provide courteous expressions inappropriate situations.
II. SubjectMatter:
Use Expressions in Inviting Someone
Reference:ELC 3.3.1 p. 12; Basic and Beyond Languages 3 p.12 (Revised Edition)
Materials: Charts, pictures
Value: Be courteous in inviting someone.
III.Procedure:
1. Drill:
Let the pupils read the ff.
Good morning.
How are you?
May I help you?
Please sit down
Thank you. Goodbye
2. Review:
When do we use the rising intonation? Falling intonation/rising and falling intonation?
1. Present this dialogue to the pupils. " An Oral Invitation".
2. Discussion
1. Who is helping Vangie and Nellie choose a club to join?
2. Saddy invited Nellie and Vangie to join the English club. What did she say?
3. Vangie and Nellie accepted the invitation. What did they say?
C. Writing Activity:
Let the pupils read the dialogue and write the courteous expressions used in their notebook.
D. Skill Development:
What courteous expressions are you going to use on the following situations:
1. You are going to invite your friend on your birthday. What courteous expressions will you
use?
2. Mile was invited to a wedding party. She go sick so she was not able to attend, what will she
say to her friend?
E. Generalization:

What kind of expressions should be used in inviting someone?
F. Practice Exercises:
Let the pupils read and answer the questions that follow:
Marissa invited her classmates on her birthday party.
Please come on my birthday on June 12, 2002 at 3 o'clock in the afternoon, to be held in our
residence Pecson Street,Sta. Cruz.
1. Who will celebrate a birthday party?
2. When will be the party?
IV. Evaluation:
Direction: Read the following dialogue. Put a check if the invitation is done in a courteous way
and X if not.
1. Paul: Are you free on Friday afternoon?
Rex: I think I am.
Raul: Go come to our exhibit.
2. Allen: Our club will sponsor a program tomorrow and everyone is welcome Watch it.
Norma: Thank you. I'd love to.
V. Assignment:
Practice saying the courteous expressions you have learned.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Use courteous expressions in appropriate situations like asking permissions to leave - Excuse me,
May I go out read orally conversations/ dialogue observing proper intonation
II. SubjectMatter:
Using Courteous Expressions a. Asking permission to leave
Reference: ELC 3.2
Materials Charts and dialogue
III.Procedure:
1. Drill:
Reading a poem with correct intonation and stress,The Traffic Policeman
2. Review:
What intonation pattern are you going to use?
Are you reading your lesson every night?
B. Speaking and Listening:
a. Show a picture of a boy asking permission from the teacher to go out.
Listen to what he said.
Ruel: Ma'am,I am not feeling well, can I go out? Or excuse me Ma'am, may I go out?
Ma'am: Yes,you may go.
b. 1. Who went out and leave?
2. What did he say?
1. Present the dialogue on the chart
2. a. Who is asking permissions to go out?
b. What did he say?
c. What courteous expressions would you say when asking permission to go out?
Provide or write the courteous expressions on the following situations:
1. Mely wants to go home because she forgot something, What will she say to her teacher?
2. Isko is not feeling well, he wants to leave the class,what will he say?
IV. Evaluation:
Read the following dialogue. Provide the missing line with the appropriate expres~on used in
asking permission to leave.
1. Sarah: (Class hours) Ma'am _________ because I'llthrow these pieces in the trash can.

2. Jane: Ma'am _______ may I go? I will give this book to my younger brother.
V. Assignment:
Practice saying the expression used in asking permission to leave.
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Read orally conversation / dialogue observing proper intonations
II. SubjectMatter:
Oral Conversation / Dialogue with Courteous Expressions
Reference: PELC,English in Grade III p. 28, p. 168, p. 237
Materials: Chart, pictures
Value: Using Leisure Time Wisely
III.Procedure:
1. Drill:
Say each word after me
brand beyond stand
land strand lowland
2. Review:
Identify rhyming words
The Way to be Thrifty
"Turn on the light when you need it
Turn it off when you are through,
That's the way to be thrifty,"
Says my cousin Marry Lou.
3. Motivation:
Have you been in Manila? Were you able to see the beautiful Quiapo church?
B. Presentation:
2. Giving the Motive Question
What other places can we see aside from Quiapo Church, hotel, Mc Arthur Bridge in Manila?
3. Recall of standards
4. Oral reading of the dialog
C. Discussion:
1. Answering the motive question
2. Comprehension check-up
D. Generalization:
What courteous expressions do we use in reading a dialog?

Read the dialog again with proper intonation
IV. Evaluation:
Read the dialog acted out and pick out the courteous expressions used and read it correctly.
V. Assignment:
Create a dialog using expressions like; May I invite
Remarks:
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ENGLISH III
Date: ____________
I. Objective:
 Readorallyconversation/dialogobservingproperintonation.
II. SubjectMatter:
Oral Conversation/Dialog With Courteous Expression
References:PELC Reading Marvels 2 Melchora D. Bilgera Felicidad P. Quilala
Materials: picture, flashcards & charts
Value: Thoughtfulness
III.Procedure:
1. Drill:
small snail smash snake
smell snap smile sneeze
2. Review:
Identify the rhyming words.
A Reader Needs No Magic Car
A reader needs no magic car.
A book transports him near or far.
A reader by the printed page
Is carried to another age.
3. Motivation:
Do you have relatives abroad?
B. Presentation:
1. Give the meaning of the underlined words as used in the following sentences.
a. Children receive presents during Christmas from their grandparents.
b. Bright children deserve high grades.
c. Heaps of presents are piled under the Christmas tree.
2. Giving the motive question, Why do you think everyone was excited to see Tita Eden?
3. Recall of the standards in oral reading
4. Oral Reading of the dialog
C. Discussion:
1. Answering the motive question.
2. Comprehension check - up
a. What presents did she give away?

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