Fortridge Asian School

7125 General Recarte St. South Cembo, Makati City

First Quarter
Unit 1: Nouns ̶ English 6
Stage 1 – Desired Results
ESTABLISHED Transfer
GOALS Students will be able to independently use their learning to…

Content Standard: 1. Communicate effectively in oral and written forms using their knowledge of nouns
Students should be 2. Function effectively in society because they are labeled appropriately
able to construct 3. Find more meaning in who and what they are
meanings and
communicate them
Meaning
using creative,
UNDERSTANDINGS ESSENTIAL QUESTIONS
appropriate and
Students will understand that… Students will keep considering the
grammatically
following questions:
correct oral and
1. Nouns establish relationships.
written language.
2. Nouns provide self-identity. 1. Why are nouns important?
Performance 3. Nouns facilitate communication. 2. How are nouns related to one's identity?
Standard: 4. Life without nouns is colorless. 3. Can sentences be sentences without
The students nouns? Why do you say so?
communicate
feelings and ideas Acquisition
orally and in Students will know… Students will be skilled at…
writing in theme
based conversations 1. The four types of nouns (proper noun, 1. Differentiating one type of noun from
using nouns with a common noun, abstract noun, and another
high level of
collective noun) and how to differentiate 2. Identifying noun markers classifying
proficiency.
the types of nouns from one another each one of as to kind and using them
2. The five kinds of noun markers and correctly in written and oral form.
what noun markers belong to each kind 3. Using the correct singular and plural
3. How to form the singular and plural of forms of nouns orally and in writing to
regular and irregular nouns that can be indicate number
counted 4. Using the correct/appropriate counters
4. The correct counters to use with mass with mass nouns to indicate singularity or
nouns to indicate singularity or plurality plurality
of nouns 5. Writing the correct possessive form of
 5. How to write possessive form of nouns nouns to indicate joint and separate
to indicate separate and joint ownership ownership for effective oral and written
6. The functions or uses of nouns in communication
sentences. 6. Identifying the different functions of
nouns in sentences and constructing
sentences to illustrate each use or function
for effective oral and written
communication.

Stage 2 – Evidence and Assessment

Evaluative Criteria Assessment Evidence
PART 1
At the level of Understanding
EXPLANATION
Justify the use of noun in everyday situations
APPLICATION
Design a unique birthday invitation card/menu for pizza parlor/burger
house/making obituary notice making use of nouns
INTERPRETATION
Make meaning of noun used in context
EMPATHY
Assume the role of a new newcomer in a school, if you were a newcomer what will
you do?
PERSPECTIVE
Analyze the importance and uses of nouns in everyday communication
SELF-KNOWLEDGE
Reflect on their own progress of understanding based on the progress chart

At the level of Performance

EXPLANATION
Complete the graphic organizer through exhibit of materials that show the uses of
nouns in everyday situations
APPLICATION
Produce a recipe/menu for a pizza parlor/burger house/unique birthday or obituary
notice and student’s directory
INTERPRETATION
Evaluate magazine articles, newspapers, clippings science books
EMPATHY
Create journal entries
PERSPECTIVE
Write a ten-sentence paragraph about any topic using the different types of nouns
SELF-KNOWLEDGE
Recognize the task or assignment they consider more challenging and the project or
work they are most proud of and why
 PART 2
G-oal To provide information to guide people on how to have a healthy
lifestyle
R-ole You are nutritionist giving advice to people on what to eat in
order to have a healthy lifestyle.
A-udience Students, teachers, parents
S-ituation Due to the fast-paced life, especially in the key cities of the
country, parents are too busy to prepare home-cooked meals. Fast
food chains have been the solution to that problem. Parents resort
to buying foods instead of personally cooking healthy meals at
home. Thus, the eating habits of children and their lifestyle has
drastically changed. There’s a need to inculcate in the in the
minds of the children the habits of eating healthy food and it’s
benefits.

P-roduct To produce a leaflet that will provide information about food and
healthy eating.

OTHER EVIDENCE:

Quizzes
Long Tests
Journal Entries

Scoring Rubric
(invitation card, pizza parlor and burger menu, etc.)
Criteria 3 2 1
Colors and Enhance readability Support readability Detract from readability
patterns
Layout Creatively enhances Balanced, uncluttered, Not balanced, cluttered,
information adequate white space insufficient white space
Graphics/photos All graphics are Graphics enhance text Graphics do not enhance
engaging, enhance text text
Writing Clear and organized Ideas are somewhat Unclear and disorganized
ideas organized ideas
Quality of Product description is Product description is Product description is
information clear, complete and mostly clear, could be a little incomplete and not concise
concise more concise and clear
Grammar and No grammar or spelling One grammar or spelling Many grammar or spelling
Spelling error error error
Scoring Rubric
(Leaflet)
Category 4 3 2 1
Content The leaflets Most facts in the Many of the facts Few of the facts in
contains correct leaflets are correct. in the leaflets are the leaflets are
facts. correct. correct.
Attractiveness Own drawings and The leaflet has a The layout of the The leaflet is not
color contributed beautiful layout. leaflet could be appealing.
to the enhance to be of
extraordinary better quality.
layout of the
leaflet.
Organization The information on The information on The information on The leaflet's
the leaflet is very the leaflet is well the leaflet need to organization of
well organized. organized. be enriched. materials are clear
to the reader.
Grammar-Uses of Nouns are used Some nouns are Most nouns are Nouns are used
nouns correctly to convey used correctly to used incorrectly. incorrectly. There
information. No convey There are four to are six or more
grammatical errors. information. There five grammatical grammatical errors
are two to three errors
grammatical errors.

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

Lesson 1: Differentiating the Kinds of Nouns (4 meetings)

Focus area: Proper and Common Nouns
1. Objective:a. Differentiating proper nouns from common nouns
b. Classify nouns as proper or common noun
c. Use capital letters in writing proper nouns
2. Introduce the unit 1 Essential Questions to class. Refer to Stage 1
3. "What am I?"
Group the students into 2 groups. Call a representative from each group and ask them to think of a
common noun for the following proper nouns listed on the flash cards that will be shown to them. They will
write their answer on the board. Each group garners a point for every correct answers.
a. Enteng Kabisote, Shake, Rattle, and Roll, One more chance - movie
b. Andres Bonifacio, Jose Rizal, Antonio Luna - hero
c. Nike, New balance, Adidas - shoes
d. Mall of Asia, SM, Glorietta - shopping mall/malls
e. Wilkins, Absolute, Summit - water
4. "Name It!"
Do Number Heads. Use the same groupings in the recent activity. This time, ask the leader of each
group to assign a particular number to each member, so as you call the number, the students the student
concerned will be the one to answer the question. Using the first letter of their names ask the student to think
of a proper noun of a country, movie, car brand, province, product, soap, etc. Foe every correct answer, the
group gets a point.
5. Using the groupings, give each group 5 minutes to discuss the difference between proper and common
noun and let them discuss it after. (Guided by the teacher)
6. Inform the students of the Performance Task they will do as a group. They will have to produce a leaflet
that will provide information about food and healthy eating. (Teacher will show a sample of a leaflet)
7. State Essential Understanding 2 and 3: Nouns provide self-identity. Nouns facilitate communication.

Focus area: Collective and Abstract Nouns

1. Objective: a. Differentiating collective nouns from abstract noun
b. Use appropriate collective nouns for groups of person, animals, and things
c. Use given suffixes to form abstract nouns
2. Ask: How do we recognize nouns in sentences? Then, ask EQ1:Why nouns important?
3. Do "Match Mine". Strips of paper containing collective nouns will be distributed to the students. Flash the
cards containing nouns, the students who holds the collective term for such noun will raise the card.
cows, deer - herd soldiers - army books - library
stars - constellation wolves, cards - pack bees - hives/swarm
ants - colony fish - shoal sailors - crew
4. Refer to the list of collective nouns for group of persons/things/animals on page 1 and 2 of the skillbook
for discussion.
5. Do "Word Hunt". This will be a group activity
E M A S S E M B L Y
C O M M I T T E E C
L B R L E A G U E A
U C I C H O I R N A
B L J O H K D A H E
P A U D I E N C E U
E S R A F O S T R I
R S Y F L E E T D O
S S C H O O L E R F
O T T O C R E W G A
N A R B K T E A M M
N E I B A T T L L I
E C B E A R M Y O L
L U C R O W D T T Y

a. orchestra- group playing various musical instruments

b. committee- group of persons appointed or elected to perform duties
c. family- group form of parents and children
d. mob- disorderly or excited part of the populace
e. choir- group of singers
 f. team- group of players
g. audience- an assembled group that listens or watches at a play or concert or sports events
h. class- group of students
i- fleets- ships of navy
j. flock- number of large animals flocked together
k. tribe- group of people with primitive ways
l. army- large organized group of men and women trained for the war
m. assembly- gathering of persons for a certain purpose
n. jury- a body of persons sworn to inquire into and test any question of fact and give their true answer and
verdict according to the evidence presented before a court; a committee and judges and award prizes at the
contest, exhibitions.

6. Describe the abstract nouns by referring to an excerpt of the fairy tale Snow White and look for the
abstract nouns in the paragraph.

Snow White's stepmother was admiring her own appearance in the mirror. The mirror could
not tell her a lie, so it told her the truth. Snow White was more beautiful than she was. The
stepmother was full of anger. She wanted to kill Snow White.
Snow White was in a great danger. She ran away to escape her mother's hatred and jealousy,
and joined the seven dwarfs.
The death of Snow White filled the stepmother with delight. But she seven dwarfs were full
of grief and sadness. In their despair, they laid her in a glass coffin, so that her loveliness should
never be out of their sight.

7. "Positive? or Negative?". Show them happy and sad faces and ask them to list down abstract nouns that
could be associated with these drawings.

happiness pain
success agony
beauty fear
courage envy
laughter sorrow
joy terror
truth hatred
8. State EU 3 and 4 - Nouns facilitate communication. Life without noun is colorless.

Focus area: Proper, Common, Collective, Abstract noun

1. Objective: a. Classify nouns as proper, common, collective, or abstract
b. Write a five to six sentence paragraph on any topic using all kinds of nouns.
c. Take pride of one's country, it's people, culture and scenic spots
d. Talk of ways by which we could take care of our natural resources
2. Ask: How can you identify and use various types of nouns in writing? How do you write sentences using
nouns? Then, ask EQ3: Can sentences be sentences without nouns? Why do you say so?
3. Do Round Table for Exercise A (pg. 3). The leader will assign each member to answer three numbers.
After answering the exercise, stress the fact that if foreigners appreciate our country, we should be more
appreciative of our culture and develop a sense of nationalism.
4. Do pairs Check for Exercise B (pg. 4). Ask them if it is right for men to destroy our environment? What
should we do to take care of our environment?
5. Do Exercise C and D and make it as an assignment if it is not possible to finish.
6. Journal Writing: Ask the students to write a 5-6 sentence paragraph on the topic, "If you are a newcomer
in school, what will you do?" using all kinds of nouns. Have this written in their journal notebook.
7. State EU1 and 3 - Nouns establish relationships. Nouns facilitate communication.
Output: 8. Ask the students to design a unique birthday invitation card/menu for pizza parlor/burger
house/notice making use of nouns.
9. Show examples of birthday invitation card, menu for pizza parlor, burger house.
10. Students will choose one of this options.
11. Students either make us of their computer knowledge in making the said output. Tell them to use their
own creativity, making used of desired materials.
12. Present the rubric to be used in grading the project.

Criteria 3 2 1
Colors and Enhance readability Support readability Detract from readability
patterns
Layout Creatively enhances Balanced, uncluttered, Not balanced, cluttered,
information adequate white space insufficient white space
Graphics/photos All graphics are Graphics enhance text Graphics do not enhance
engaging, enhance text text
Writing Clear and organized Ideas are somewhat Unclear and disorganized
ideas organized ideas
Quality of Product description is Product description is Product description is
information clear, complete and mostly clear, could be a little incomplete and not concise
concise more concise and clear
Grammar and No grammar or spelling One grammar or spelling Many grammar or spelling
Spelling error error error

Lesson 2: Using noun Markers (3 meetings)

Focus area: Noun Markers/Determiners
1. Objective: a. Identify determiners used to signal nouns.
b. Classify each determiner as to kind.
2. Do and play the game entitled "Where Do I Belong?". Give out strips of paper containing all determiners
to select students. Ask five students to stay in selected corners of the classroom with each one holding the
name of each determiner written on big flash cards. Students holding strips of paper will now decide to what
group they do belong. Inform the students whether they were correct in determining the group where each
one belongs.
3. Students will be grouped into two. Each student will be given an activity wherein phrases containing
determiners are used. Each group will be asked to circle all the nouns in the given phrases.
 a. received the third prize
b. an apple a day
c. several girls in that school
d. this umbrella is my bag
e. many buyers in our store
What determiners were used before the nouns? Can you identify each one as to kind?
4. Review the students as to correct the use of articles, demonstratives and indefinites which can be used for
mass and count nouns. Use Team Game Tournament for this activity.
a. Mrs. Reyes will give (a, an, the) oral examination to her students.
b. (A, An, The) man carrying (that, those) butterflies hopping from one flower to another.
c. I enjoy looking at (these, those) butterflies hoping from one flower to another.
d. (Several, One, Each) students are waiting for your call.
e. (These, Those) projects that I'm holding will be displayed downstairs.
f. (One, many, Both) girl is needed to represent our class in the dancing competition.

Focus area: Noun markers/Determiners

1. Objective: a. use appropriate determiners needed in each sentence
b. Cut out articles from newspaper and circle all the determiners used
c. Write a five-sentence paragraph using determiners
2. Do Round Table for Exercise A (pg. 8). Since the exercise focuses on the use of computers, modern
technology, and Bill Gates's contribution you can discuss the value of hard work. Success comes easily to
those who worked hard and are committed to do their task.
3. Do Exercise B and C on the page 9 and 10 of the skill book.
4. Group Project "Cut and Mark!" Bring cut-out articles from newspaper and magazines. Paste the article on
neon paper/typewriting paper and pick out all the noun markers used, classify each one as to kind and
opposite each noun marker, write the noun that it marks.

Lesson 3: Using Singular and Plural Forms of Nouns (3 meetings)

Focus area: Plural Form of Nouns and Mass and Count Nouns
1. Objective: a. Write the plural forms of a given nouns
b. use the appropriate counters for mass and count nouns
2. Ask: How can you identify and use various types of nouns in writing? Then, ask EQ2: How are nouns
related to one's identity?
3. Have a student give the plural of the indicated nouns on the board. A ball will be passed while the music is
on. The students whose holding the ball while the music stop will give the plural forms written on the board.
4. Discuss the corresponding rule that applies to each listed samples of nouns.
5. Teacher will show the recipe on making Fish Croquettes which they will truly like after cooking.
Fish Croquettes
Ingredients:
5 cups flaked fish 12 small potatoes (boiled, peeled, and mashed)
6 cloves of garlic 3 tbsps. chopped green onions
1 onion (finely chopped) 8 tbsps. bread crumbs
1 cup milk 1 pinch black pepper
 1/2 tsp. salt
Is using recipe beneficial? The recipe lists down the exact quantity of ingredients needed in cooking. Ask
the students to point out the words in the recipe that denote quantity. (Refer to the given list of counters of
mass nouns on page 12-13 of the skill book)
6. State EUs 1 and 3: Nouns establish relations. Nouns facilitate communication.

Focus area: Using Singular and Plural Forms of Nouns, Mass and Count Nouns
1. Objective: a. Complete the given paragraph with the correct nouns form to indicate singularity or plurality
b. Use the appropriate counters for mass and count nouns
c. Write a short paragraph about a given topic using singular and plural forms of nouns
2. Bingo Game. Distribute one bingo card per group
B I N G O
vinegar gravel gasoline rice bread
land blood salt milk sand
gallon scoop FREE ice electricity
perfume hair cement grass dust
soap tea sugar flour corn
You either give the counter, so they will look for the mass noun in the card or the mass noun or match it
with the counter in the card.
Bottle - vinegar, milk, perfume
Tbsp. - sugar, flour, salt, vinegar
Tsp. - vinegar, salt, flour, sugar
Sack - gravel, rice, flour, sugar
Truck and trailer - gravel, sand
Litter and gallon - gasoline, milk
Glass and can - milk
Kilo - sugar, rice
Cup - flour, rice
Loaf and Slice - bread
Bag and drop- blood, bag - cement, sand
Kilowatt - electricity
Scoop- ice cream
Ears - corn
Strand - hair
Blade - grass
Hectare - land
Pinch - salt
Bar and cake - soap
Cube, block - ice
3. Have students answer the exercise in the book.
4. Journal Writing: Write a five-sentence paragraph using plural nouns and counters for mass and count
nouns.
5. Students of each group will bring out the needed materials such as manila paper, cut-outs from magazines,
newspapers, and product labels.
6. Group decides the graphic organizer to use which will be used for posting of materials gathered from
different sources that clearly illustrate the use of nouns in real life situations. Group output will be displayed
inside the classroom and give them 3 minutes to explain their work.

Lesson 4: Using the Possessive Form of Nouns and Indicating Joint and Separate Ownership
(3 meetings)
Focus area: Using the Possessive Form of Nouns and Indicating Joint and Separate Ownership
1. Objective: a. Write the possessive singular or possessive plural of the given nouns
b. Change the noun phrase to another noun phrase to show singular or plural possession; joint
or separate ownership.
2. Ask EQ3: Can sentences be sentences without nouns? Why do you say so?
3. Discuss now the rules in forming the possessive of nouns on pages 20-21 of the skill book.
4. Call students base on their number to go to board and write possessive form of the ff. phrases
a. bag of Terry and Mimi
b. wages for the week
c. eggs of the geese
d. points of the group
e. dress of Czarina
5."Raise your flag!". Flash cards containing possessive form of nouns that will be shown to the class. Each
group will raise the blue flag for answers correctly written and the red flag if not. Make the needed
correction.
a. Jess slippers
b. station's ID
c. Juan's and Gary's house
d. women's gift
e. Mon and Lui's pants
f. guests' scrapbooks
6. Do Exercice A, B, C, D. Make the unfinished exercise as an assignment.
7. Group Project: make a comic strip using thumb print characters on any topic using the possessive form of
nouns.

Lesson 5: Using Nouns as Subject, Appositive, Linking Verb Complement and Direct Address
(4 meetings)
Focus area: Using Nouns as Subject, Appositive, Linking Verb complement, and Direct Address.
1. Objective: a. Show the uses of nouns as subject, appositive, linking verb complement, and direct address
through sample sentences.
b. Identify the use of nouns as subject, appositive, direct address, or linking verb complement
2. using the OHP/manila paper or PPT containing this paragraph.
Melanie, my sister, is coming home for a brief vacation. She has been living in the States for quite
a long time. My children joined me in welcoming her at the airport. Mel immediately handed a big bag full
of chocolates. The children exclaimed, "Tita Mel, you're an angel!"
Ask these questions:
1. Who is coming home from a brief vacation? Melanie
2. What word tells something about Melanie? Sister
3. To whom is this sentence. "You're an angel" addressed to? Melanie
4. What did the children ay about Melanie? Angel

3. Discuss that noun have different uses as shown by the answers in the given questions. The first question
showed that the noun Melanie function as a subject, since she is the doer of the action and the one being
talked about.
4. "Raise your flag v.2.0". Students will use their flags. Raise the blue flag if the underlined noun is used as
Subject; yellow flag for Linking Verb Complement; red flag for Appositive; green flag for Direct Address
a. Regina, why will you go to school early? green flag
b. Those naughty boys are my classmates blue flag
c. My sister, Glecy, will be spending her vacation in Boracay red flag
d. The man in green uniform is my uncle yellow flag
5. Do Team Game Tournament. Representative from each group will be called upon to give their answer to
the given exercises. In this activity, students who will compete with one another should have the same of
intelligence. Ask students to get a sheet of paper and pick out all the nouns used as S, DA, LVC, or A. Give
them three sentences.
S A
a. Dionisio, our driver, will be going home to the province.
S LVC
b. Tony became the president of the company at a young age.
S DA
c. Your project is worth to be displayed, Angela.
State EUs 1 and 3: Nouns establish relationship. Nouns faclitate communication.

Focus area: Using Nouns as Subject, Appositive, Linking Verb complement, and Direct Address.
1. Objective:
a. Construct sentences using nouns as subject, direct addresses, appositive, and linking verb
complement.
b. Discuss how recycling waste materials can reserve the environment
c. Enumerate ways by which students can be more compassionate and generous to th less
priveledged
d. Conclude that one learn about other’s culture through traveling to other countries.
2. Ask: How do you write sentences using nouns? Nouns can be used as subject, direct address, and linking
verb complement in sentences.
3. Do Number Heads Together. Students from each group will illustrate the given use of each noun by
constructing sentences illustrating the given use.
4. Proceed answering the other exercises in the book (Exercise A, B, and C)
5. Give Exercise D as an assignment.
6. Journal Writing: Ask the students to construct related sentences wherein nouns are used as S, A, Da, and
LVC
7. State EUs 1 and 2: Nouns establish relationship. Nouns provide self-identity.

Lesson 6: Using Noun as Direct Object. Indirect Object, Objective Complement, and Object of the
Preposition (4 meetings)
Focus Area: Direct Object, Indirect Object, and Objective Complement
1. Objective: a. Show the uses of nouns as direct object, indirect object, objective complement and object of
the preposition through sample sentences.
b. Identify the use of nouns as direct object, indirect object, objective complement and object
of the preposition.
c. Make sample of directions that make use of prepositions.
2. Ask: How do you write sentences using nouns? Nouns can be used as direct object, indirect object,
objective complement and object of the preposition in sentences.
3. Play charades. Ask three pairs of students to do the following:
a. Student a holding a book giving it to Student B.
Give a sentence to interpret what you see.
Student A gave the book to Student B or Student A gave Student B the book.
b. Student A congratulating Student B.
Student A congratulated Student B.
c. Student A pointing to the teacher and then pointing to Student b and showing the word secretary. The
teacher appointed Student B secretary.
4. Discuss the sentences with the students and explain the uses of nouns as direct object, indirect object, and
objective complement. By referring to the explanation given on page 29 of the skill book.
5. Do the Tam Game Tournament. Call on five representatives (one from each group). Ask them to go to the
board and write the sentences you dictated.
They have to locate nouns used as DO, IO, or OC
a. DO My grandparents sent us homemade cookies.
b. OC The students elected Rob president.
c. IO Mrs. Cruz gave the noisy boys low grade in conduct.
d. OC We nominated Joshua president of discovery Society.
6. Do Round Table: Use a piece of paper and a marker and ask the students to identify wether the noun
underlined is used as DO, IO, or Oc. Show the sentences through OHP, manila paper, or Power Point
presentation. Use these sentences:
a. You have to see Mrs. Roa, our principal. DO
b. The nurse gave the patient the prescribed medicine. IO
c. The boys consider Dan a hero. OC
d. You have to pass the test this quarter. DO
e. Gino gifted his brother with a remote car. IO
7. “Where is it located?” Ask for volunteers. Give the following instruction so as to show relation of the
preposition. You could use the name of your students as substitute.
a. Marlo, stand behind Pat.
b. Robert, go in front of Chino but behind Larisa.
c. Raphael, stand behind Jia and Bonita.
d. France, place your book under your desk.
 e. Remove the box near the door.
Explain the use of prepositions and the use of nouns as its object by referring to the explanation on
page 33 of the skill book.
8. Do Exercise A, B, and C and make Exercise D as an assignment.
8. State EU3: Nouns facilitate communication through its various uses in sentences.

9. Instruct students to construct related sentences using nouns as direct object, indirect object, objective
complement, and object of preposition.
10. Do Group Projects. Groups can choose from the two options as to what group project they prefer to do. It
can be done through drawing lots as to what group activity will be asked of them.
a. Make a puppet play presentation using nouns in meaningful sentences used as direct object, indirect
object, objective complement, and object of the preposition.
b. List down ten examples of directions showing nouns as object of prepositions. Directions could be those
used in the test, cooking, driving, assembling a toy, direction given to locate something.

Lesson 31: Using Gerunds (3 meetings)

Focus area: Gerund
1. Objective: a. Identifying the –ing form of the verbs used in the given sentences and explain their uses in
the said sentences.
b. Identify the gerund phrases in the given sentences.
c. Explain the uses of gerund phrases in the sentences
2. Ask: How do you write sentences using nouns?
3. Each group will be asked to encircle the words ending on –ing. Have a PPT and write the sample
sentences on it.
a. Helping his parents when they grow old is Joey’s number one priority.
b. He thought of buying a vacation house in Tagaytay for them to be comfortable during stay.
c. His wish is taking care of them throughout their retirement.
d. They enjoy going to the place whenever we have time.
4. Ask the following questions:
a. What is Joey’s number one priority?
b. What is his wish?
c. What did he think?
d. What do they enjoy doing?
5. Discuss the answers to these question s to begin with –ing. They are the –ing of the verb but do not
function as verbs but as a gerund. Refer to page 194 of skill book for more explanations.
6. Give them activity sheets. As the assigned number of the student is called, he/she will be able to answer
the exercise in the task sheets. Ask them to underline the gerund phrases in each sentence and give its use.
a. Baking different cookies is mother’s favorite pass time. (subject)
b. Gina enjoys selling this baked cookies to her classmates. (direct object)
c. Her goal is building a bakeshop for her mother. (linking verb complement)
d. Her dad told her of enrolling in a baking class to help her mother. (object of the preposition)
7. Do Exercise A, B and C and give Exercise D as an assignment.
8. Use of nouns in sentences facilitate communication. (EU 3)