June 9, 2014 VI Pasteur

Monday

English VI
(Language)


I. Objectives: At the end of the lesson,
100% of the present pupils should
have done the given task(s):
a. Use a variety of sentences as to
structure.

II. Subjects and Predicates
a. Ref: English for You and Me
Language 6, pp. 54-57
Enhancing Language Skill 6,pp.6-7
b. Mat: chart, strips of papers
c. Values:
III. Learning Activities
a. Preliminary Activites
i. Drill
S = /s/, /z/, /ez/
loves likes carries
means stems
dances
ii. Spelling:
Palatable souvenir
bunting
mystery
Afloat impression
veterinarian dusk
iii. Review:
Answer p.3 (Enhancing
Language Skills0
b. Lesson Proper
i. Motivation
Do you love to sing and
dance? Do you perform in
front of many people?
Why?
ii. Presentation
a. Standars in Oral
Reading.
b. Reading of the poem.
(see EFYML,p54)
c. Ask:
Who is introducing Rosa?
Who is Ben?
Why is she the familys
favorite?
What does the term familys
favorite mean?
c. Analysis/discussion
Read this sentence:
Rosa loves to sing.
What is the sentence all about?
Who is being talk in the sentence?
Who is the doer in the sentence?
What does the doer do?
How many idea does the sentence
tell?
What do you call on the doer of
the sentence? What do you call on
what the doer do?
d. Generalization
Simple sentence has a subject and
a predicate.
A subject tells who or what the
sentence all about.
The predicate tells something
about the predicate.
e. Practice
1. Answer ELS, pp. 6-7
2. Answer EFYML,
p.56, Exercise 2

IV. Evaluation
Getting of frequency of scores.

V. Assignment
Write a five-sentence paragraph about
what your friend likes to do. Underline
the subject and encircle the predicate.
Ex.: Helen swims fast.

June 10, 2014 6:00 7: 00 Fleming
Tuesday 7:10 8:10 Newton
10:10 11:10 Pasteur

English VI
(Language)

I. Objectives: At the end of the lesson, 100%
of the present pupils should have done the
given task(s):
a. Use a variety of sentences as to
structure.

II. Subjects and Predicates
a. Ref: English for You and Me Language 6,
pp. 54-57
Enhancing Language Skill 6,pp.6-7
b. Mat: worksheet, strips of paper
c. Values: love of family/friends
III. Learning Activities
a. Preliminary Activites
i. REM
Last month...
Last Friday...
Next week...
Today...
Yesterday...
ii. Drill
S = /s/, /z/, /ez/
loves likes carries
means stems
dances
iii. Spelling:
Palatable souvenir
bunting mystery
Afloat impression
veterinarian dusk
iv. Review:
Answer p.3 (Enhancing
Language Skills0
b. Lesson Proper
i. Motivation
Do you love to sing and dance?
Do you perform in front of
many people? Why?
ii. Presentation
d. Standars in Oral Reading.
e. Reading of the poem.
(see EFYML,p54)
f. Ask:
Who is introducing Rosa?
Who is Ben?
Why is she the familys favorite?
What does the term familys
favorite mean?
c. Analysis/discussion
Read this sentence:
Rosa loves to sing.
What is the sentence all about?
Who is being talk in the sentence? Who
is the doer in the sentence?
What does the doer do?
How many idea does the sentence tell?
What do you call on the doer of the
sentence? What do you call on what
the doer do?
d. Generalization
Simple sentence has a subject and a
predicate.
A subject tells who or what the
sentence all about.
The predicate tells something about the
predicate.
e. Practice


IV. Evaluation
Getting of frequency of scores.

V. Assignment
Think of your five classmates and write
about what they do.




June 17, 2014 6:00 7: 00 Fleming
Tuesday 7:10 8:10 Newton
10:10 11:10 Pasteur

English VI
(Language)

I. Objectives: At the end of the lesson, 100%
of the present pupils should have done the
given task(s):
a. Use a variety of sentences as to
structure.

II. Complete and Simple Subjects and
Predicates
a. Ref: English for You and Me Language 6,
pp. 56
Enhancing Language Skill 6,pp.6
www.englishforeveryone.org
www.k12reader.com
b. Mat: worksheet, strips of paper
c. Values: earthquake awareness
III. Learning Activities
a. Preliminary Activites
i. REM
Last Friday...
Next month...
Tomorrow...
Yesterday...
ii. Spelling:
peaceful furious
somersaults miserable
whiskers purrs
glimpse accidentally
beautiful lilac

iii. Review:
Answer p.56 activity 2 EFYM6
b. Lesson Proper
i. Motivation
Do you know what is an
earthquake? What is the effect
of earthquake, especially in the
coastal areas?

ii. Presentation
a. Standards in Oral Reading.
b. Reading of the selection.
Last week, our Science
teacher discussed what is
an earthquake and its
effects to us. She told is
that one effect of
earthquake is a tsunami.
Tsunami is a Japanese
word meaning harbor
wave. A tsunami is wave
or a series of waves caused
by an earthquake,
landslides, volcanic
eruption and explosions.
She added that destruction
of buildings and houses is
one of the effect of
earthquake. That is why,
our government wants us
to be aware that our
school is not an exemption.
With this, our school will
have our announced
earthquake drill on June
26, 2014. Our science
teacher also demonstrated
what we should do in case
of earthquake. She told us
that we shouldnt panic
and we should stay calm.
She also instructed where
we should go after we
heard the school bell. Our
school staff distributed a
list of things to prepare us
on our earthquake drill and
in case of earthquake will
occur.

c. Ask:
What is the selection about?
Why is earthquake drill
important?

c. Analysis/discussion
Read these sentences:
Our Science teacher discussed what is
an earthquake.
Our government wants us to be aware.
Our school staff distributed a list of
things we need to prepare.

What is the subject is each sentence? Predicate?
Who was the doer in the first sentence?
What did the doer do?
What is the most important word of the
subject from the first sentence?
Predicate?
What do you call on that? What do you
call on the whole subject/predicate?

d. Generalization
Every sentence has two main parts:
a simple subject and a simple predicate.

The simple subject of a sentence is the main word in
the complete subject. It is always a
noun or a pronoun. Sometimes, the simple subject is
also the complete subject.
Example: Birds | fly.
Example: They | fly because they have wings.

The simple predicate is the complete verb within the
complete predicate. The simple
predicate may be one or more words.
Example: Birds | fly.
Example: They | fly because they have wings.
Every sentence has two main parts:
a complete subject and a complete predicate.

The complete subject includes all words that tell
who or what the subject is.
Example: Most birds | fly high.
The complete predicate includes all words that state
the action or condition of the subject.
Example: Most birds | fly high.

e. Practice
The subject of a sentence is who or what the sentence
is about.
It can include adjectives that describe the subject. The
predicate is the
rest of the sentence, which explains what the subject
did. Lets look at an
example:
The beautiful young girl looked at herself in the
mirror.

The phrase, The beautiful young girl , is the subject.
The simple subject is girl.
The phrase, looked at herself in the mirror, is the
predicate. The simple
predicate is just the verb, looked.

In each sentence below, underline the subject and
circle the simple subject.
1. Menna typed on the computer keyboard.
2. The first grade teacher wrote the lesson on the
board.
3. The ridiculously tall hat blocked my view in the
movie theater.
4. My favorite video game was on sale at the store.
5. The energetic children ran around on the
playground.
6. The lady with the hairnet on served lunch in the
cafeteria.

In each sentence below, underline the predicate, and
circle the simple predicate.
7. Alan and Bryan walked to the store on Main Street
after school.
8. The enthusiastic fans cheered when they saw the
soccer game score.
9. The tired principal got into her car at the end of the
day.
10. Mrs. Cortezs students went on a field trip to the
science museum.
11. We met our neighbors at OSheas, the new Irish
restaurant.
12. My Aunt Sally quizzed me on the multiplication
facts last weekend.

IV. Evaluation
Getting of frequency of scores.

V. Assignment
Answer p.6. ELS6.