Daily Lesson Logs FEB 16 22 WITH ATTACHMENTS

Fourth Quarter
NAME:____________________________ DATE:_________________
GRADE & SECTION:__________________ ACTIVITY 12 xx TEACHER:_________________
I have visited 56 countries.
past
have or
subject + + participl (III)
has
e
Directions: Rewrite the following sentences with the present perfect tense of the verb. The present perfect used
may be the one that has no time, OR the one that means a continuing activity. You must decide. The first one has
been done for you.
The Brown Family goes to Switzerland every winter. They started to do this 4 years ago.
Example: The Brown Family has gone to Switzerland every winter for 4 years.
1. Little Kate goes for a walk. It is quiet in the house.

Little Kate ________________for a walk. It is quiet in the house.
2. My brother ate frogs’ legs. He ate frogs’ legs three times.

My brother _________________ frogs’ legs three times.
3. Carol is in Morocco. She went there last month.

Carol _________________in Morocco since last month. / Carol _________________in Morocco for a month.
4. Timothy rides a bus to school. He started to do it when his car broke down.
Timothy _________________the bus to school since his car broke down.
5. Jorge and Carmen are married. They got married in 1980.

Jorge and Carmen _________________married since 1980. / Jorge and Carmen _________________married for 21 years.
6. Scientists are concerned with the world’s rain forests. This concern started many years ago.
Scientists _________________concerned with the world’s rain forests for many years.
7. James knows how to repair computers. He learned how to do it a long time ago.
James _________________how to repair computers for a long time.
8. I wanted to go to Japan several years ago. I still want to go.

I _________________to go to Japan for several years.
9. Maria was excited about space exploration when she was young. She is still excited about it.
Maria _________________excited about space exploration since she was young.
10. I saw the answers to the test. When I saw the answers is a secret.
I _________________the answers to the test.
11. Mr. Smith finished his work. He can rest now.

Mr. Smith ________________his work. He can rest now.
12. Mrs. Smith lays the table. The family are having dinner.
Mrs. Smith ________________the table. The family are having dinner.
13. Granny prepared a surprise. Everybody is looking forward to it.

Granny ________________a surprise. Everybody is looking forward to it.
14. Granny baked a layer cake. The family are enjoying it.
Granny ________________a layer cake. The family are enjoying it.
15. Jane clears the table. She can do her lessons now.
Jane ________________the table. She can do her lessons now.
Fourth Quarter
NAME:____________________________ DATE:_________________
It has been raining
have or verb with –ing (present participle)
subject + + been +
has (IV)
Directions: Rewrite the following sentences with the present perfect progressive tense of the verb. The first one
has been done for you.
1. Jack is cooking. He started to do this 4 hours ago.

Jack has been cooking for 4 hours.
2. My brother drives. He started to do this in 1968.

My brother __________________________ since 1968. / My brother __________________________for 33 years.
3. Carol lives in Morocco. She went there last month.

Carol __________________________in Morocco for a month. / Carol __________________________in Morocco since last month.
4. Timothy rides a bus to school. He started to do it when his car broke down.
Timothy __________________________a bus to school since his car broke down.
5. Ping plays tennis. She started to do this when she was young.
Ping __________________________tennis since she was young.
6. Mick Jagger sings rock music. He started to do this 40 years ago with the Rolling Stones.
Mick Jagger __________________________rock music with the Rolling Stones for 40 years.
7. James knows how to repair a computer. He learned how to do it a long time ago.
James __________________________how to repair a computer for a long time.
**Know cannot have -ing, so we use the present perfect with for which has the same meaning as thepresent perfect
progressive.
8. Doctors and researchers look for a cure for cancer. They started to do this more than 100 years ago.
Doctors and researchers __________________________for a cure for cancer for more than 100 years.
9. Patients use anesthesia during childbirth. They started to do this in the mid-1800s.
Patients __________________________anesthesia during childbirth since the mid-1800s.
10. I am reading this lesson. I started to do this 10 minutes ago.

I __________________________this lesson for the past 10 minutes.
11. I am living here for three years.

I __________________________here for three years.
12. I studied English for 5 years.

I __________________________English for 5 years.
13. I read English books all these years.

I __________________________English books all these years.
14. We practice at the language laboratory for 3 years.

We __________________________at the language laboratory for 3 years.
15. We worked all the time.

We __________________________all the time.
Fourth Quarter
NAME:____________________________ DATE:_________________
first second (use past perfect)
I ate a big I went to
Now
breakfast. school.
7:30am 8:00am
Before I went to school, I had eaten a big breakfast.
I had eaten
subject + had + past participle
Directions: Read and rewrite the following sentences using the past perfect. Combine the sentences using the word or
phrase given. The first one has been done for you.
1. First: Bill bought a house in Barcelona. Second: Mary moved to Barcelona. Phrase or Word: Before
Before Mary moved to Barcelona, Bill had already bought a house there.
2. First: The children finished dinner. Second: They ate ice cream. Phrase or Word: After
After the children _______________________ dinner, they ate ice cream.
3. First: Millions of Native Americans (American Indians) were in North America for thousands of years.
Second: Christopher Columbus landed in North America in 1492.
Phrase or Word: When
When Christopher Columbus landed in North America in 1492, millions of Native Americans _______________________
there for thousands of years.
4. First: In 1753, Jean-François Pilatre de Rozier became the world’s first human flier by using a balloon.
Second: The Wright Brothers flew their first plane on December 17, 1903.
Phrase or Word: By the time
By the time the Wright Brothers flew their first plane in 1903, Jean-Francois Pilatre de Rozier
_______________________ the world’s first human flier 150 years earlier by using a balloon.
5. First: The world went from the Wright Brothers’ first flight in Kitty Hawk to the moon.
Second: 1970 Phrase or Word: By 1970
By 1970, the world _______________________ from the Wright Brothers’ first flight in Kitty Hawk to the moon in just 66
years.
6. First: The world’s population hit the 6 billion mark.

Second: December 31, 2000
Phrase or Word: By the end of the 20th century.
By the end of the 20th century, the world’s population _______________________ the 6 billion mark.
7. First: The National Free Bank made bad investments.

Second: They went bankrupt.
Phrase or Word: After
After the National Free Bank _______________________ bad investments, they went bankrupt.
8. First: Professor Lee taught at Beijing university for 32 years. Second: Professor Lee retired.
Phrase or Word: When
When Professor Lee retired, he _______________________ at Beijing University for 32 years.
9. First: Robert Peary and Matthew Henson reached the North Pole in 1909.
Second: Robert Scott and four others reached the South Pole in 1912.
Phrase or Word: By the time.
By the time Robert Scott and four others reached the South Pole in 1912, Robert Peary and Matthew
Henson _______________________ the North Pole 3 years earlier.
10. First: The buffalo almost became extinct. Second: 1900 Phrase or Word: By 1900
By 1900, the buffalo _______________________ extinct.
11. First: Sam already cooked dinner. Second: Carol got home. Phrase or Word: before
Before Carol got home, Sam _______________________ dinner.
Fourth Quarter
NAME:____________________________ DATE:_________________
Directions: Put the two activities together in one sentence by using the past perfect progressive tense of the verb .
Make sure you use the time information. You may add words, such as because or after. There may be more than one
answer. The first one has been done for you.
Before Jackie got home, it had been raining for 3 hours..
It had been raining
subject + had + been + verb with -ing

1. First: It rained all morning.
Second: The kids went outside to play.
Answer: Before the kids went to play, it had been raining all morning.
Verbs that cannot have -ing are called stative verbs.
2. First: She loved him for a year.

Second: They had their first date.
Answer: She ______________ him for a year before they had their first date. (Love is a stative verb.)
3. First: I studied French for 2 years.

Second: I visited France.
Answer: I finally visited France. I ______________French for 2 years.
4. First: Trudy drove for 12 straight hours.

Second: She had an accident.
Answer: Trudy had an accident because she ______________for 12 straight hours.
5. First: The doctor was trained for 4 years.

Second: He opened his own office.
Answer: The doctor ______________for 4 years before he opened his own office.
6. First: I believed you.

Second: Sam told me the truth.
Answer: I ______________you until Sam told me the truth. (Believe is a stative verb.)
7. First: Diane watched TV all afternoon.

Second: Her eyes were itchy.
Answer: Diane's eyes were itchy. She had been watching TV all afternoon.
8. First: Columbus sailed for more than 2 months.

Second: He and his 90 sailors saw North America.
Answer: Columbus ______________for more than 2 months before he and his 90 sailors saw North
America.
9. First: It rained a long time.
Second: Robin's clothes were wet.
Answer: Robin's clothes were wet. It ______________a long time.
10. First: Raw meat was on the table for a week.
Second: The house stunk.
Answer: The house stunk because raw meat ______________on the table for a week. (Be is a stative verb)
Lesson 5: Relaying Information Accurately Using Different Discourse
(Reported Command And Request)
(Competency Speaking 1.1.1)
Exercise B
Direction: Change the following into reported commands or requests. Write your answers on the blanks.
1. “Rita, cool the warm food first before putting it in the refrigerator, “Mother said.
_________________________________________________________
2. Mrs. Salva said, “Class bring some nails for your picture frames tomorrow.”
_________________________________________________________
3. Mother said, “Celoy, fetch some water for the hogs.”
_________________________________________________________
4. “Cook adobo for our supper, Riza,” Father said.
_________________________________________________________
5. “Watch your little brother, Rhylle,” Mother said.
_________________________________________________________
6. The principal said, “Please come to my office after your classes, John.”
_________________________________________________________
7. “Please arrange your clothes in the cabinet, Kathy,” said mother.
_________________________________________________________
8. “Please send this letter through your sister, Peter,” said Mrs. Concepcion.
_________________________________________________________
9. The president said, “Please attend the luncheon meeting tomorrow, dear officers”.
_________________________________________________________
10. “Please help me with these heavy load, France,” said father.
_________________________________________________________
Lesson 17: Decoding Meaning Of Unfamiliar Words Using Words

With Affixes, Prefixes And Suffixes
(Competency Reading 1.0)
Exercise A
Directions: Choose the correct prefix for the following words using the prefixes in the box. The
meaning of the word is given at the right.
1. __________ cedent : happening before
2. __________ lingual : able to speak two languages
3. __________ mediate : used between primary and secondary.
4. __________ glottis : a thin plate of flexible cartilage in front of the glottis
5. __________ pose : to put a musical or literary work together.
Directions: Add the correct suffix to the underlined item in each sentence. Write your answer on the
blank.
1. A person who always acts on stage is an ____________.
2. A person who manages a library is a ________________.
3. One that tells lies is a _________________.
4. A worthy student becomes a scholar and is granted full ___________.
5. A person who climbs mountains is a _________________.
DAILY LESSON LOG in English 8

SECTION:__________________________________ DAY ____
TEACHER: _________________________________ LEARNING AREA: ENGLISH
TEACHING DATE AND TIME: February 22, 2018 QUARTER 4 LESSON 4
I. OBJECTIVES:
A.Content standards:
The learner demonstrates understanding of : South and West Asian literature as an expression of
philosophical and religious beliefs : information flow in various text types; reality, fantasy, and
opinion in listening and viewing materials; word decoding strategies, and use of information
sources, active /passive constructions, direct /reported speech, perfect tenses and logical
connectors in journalistic writing.
B.Performance Standards:
The learner transfers learning by composing a variety of journalistic texts , the content of which
may be used in composing and delivering a memorized oral speech featuring use of properly
acknowledged information sources, grammatical signals for opinion- making, persuasion, and
emphasis , and appropriate prosodic features, stance and behavior.
C. Learning Competencies
EN9WC-Id-8.1: Examine sample texts representative of each type.
II. Content/ Subject Matter
III. Learning Resources:

1. Teachers’ Guide English
2. English Time pages
3. ______________________________________
IV. Procedures:
A. Reviewing Previous lesson or Presenting New Lesson

Present the different journalistic articles completed previously.
B. Establishing Purpose of the Lesson:

At the end of the lesson the learners are expected to;
Examine sample texts representative of each type.
C. Presenting Examples/Instances of the New Lesson:
Tell them that a literary text must be responsive and engaging for it to be accepted for publication.
Peer Review: Exchange your 1st draft with a peer. Critique each other‘s work
D. Discussing the New Concepts and Practicing New Skill

Revise your work based on your the critique. Next, Focus on typographical and spelling errors.
E. Developing Mastery:
Be guided by the scoring rubric given for each group
F. Practical Applications of Concepts and Skills in Daily Living

What tools and techniques will effectively communicate the theme or message to the intended
readers of any posted article?
G. Making Generalizations and Abstractions about the Lesson:
What are the common mistakes of the articles?
4 3 2 1
Outstanding Satisfactory Developing Beginning
ENGAGING Writer uses Writer uses Writer uses Writer uses a
vivid words and vivid words and words that limited H.
phrases that phrases that communicate vocabulary that
linger or draw linger or draw clearly, but the does not
pictures in the pictures in the writing lacks communicate
reader's mind, reader's mind. variety, punch strongly or
and the choice or flair. capture the
and placement Occasionally, reader's
of the words the words are interest. Jargon
seems used or clichés may
accurate, inaccurately or be present and
natural and not seem detract from
forced. overdone. the meaning.
RESPONSIVE Theme is Theme is fairly The reader No theme is
clearly stated obvious to the must look for stated.
and obvious to reader. the theme is articles are not
the reader. The articles are not obvious. related to each
All the articles relevant to the Only 1 article is other or to a
are relevant to chosen theme. relevant to the particular
the chosen theme. theme.
theme.
Evaluating Learning:
Differentiate the quality of each newsletter sample using indicators below.
Title of the Newsletter Indicators
___________________________
Newsletter is visually appealing. Cover of Newsletter is dynamic and draws one
into its pages through its illustrations and cover
lines.
Information provided in Newsletter is Information in Newsletter has no factual errors
accurate. and is current, up-to-date, and pertinent.
Information in magazine is well-organized. Newsletter layout is easy to follow so that finding
information is simple and quick. Page numbers
are visible and there are no extended page
sections (such as advertisements) that make
finding page numbers difficult.
Newsletter is culturally diverse. Newsletter presents information from many
diverse points of view and cultures; articles are
culturally diverse so that anyone who reads it can
find something they can relate to and enjoy.
I. Additional Activities for Application or Remediation

_________________________________________________________________________________________________________________________
V. Remarks:
VI. Reflection:
J. No. of learners who earned 80% in the evaluation________________________________________
K. No. of learners who require additional activities for remediation_______________________
L. Did the Remedial lessons work? No. of learners who have caught up with the
lesson__________________________________________________________________________________________
M. No. of learners who continue to require remediation_____________________________________
N. Which of my teaching strategies work well? Why did these work?______________________
O. What difficulties did I encounter which my principal or supervisor can help me solve?
___________________________________________________________________________________________
P. What innovations or localized materials did I use/ discover which I wish to share with other
teachers?_____________________________________
Prepared by:________________________________
Checked by: Mrs. Josephine Q. Miranda

Head Teacher VI, English Department

SECTION:__________________________________ DAY 2
TEACHER: JEWELDINE A. TECSON LEARNING AREA: ENGLISH
TEACHING DATE AND TIME: FEBRUARY , 2018 QUARTER 4 LESSON 4
I. OBJECTIVES:
EN9WC-Ie-9: Compose forms of journalistic writing

3. ______________________________________
IV. Procedures:

Study the article
Give a realistic solution(s) to the problem that goes beyond common knowledge. Encourage critical thinking and pro-
active reaction
I want to propose changes Parents Friends Elders
in some blocked (/) (x) (/) (x) (/) (x)
opportunities…
1.
2.
3.
4.
5.
Advice/Suggestions

Compose forms of journalistic writing

Provide the seven steps to create a journalistic writing
1. Introduction, body and conclusion like other news stories

2. An objective explanation of the issue, especially complex issues
3. A timely news angle
4. Opinions from the opposing viewpoint that refute directly the same issues the writer addresses
5. The opinions of the writer delivered in a professional manner. Good editorials engage issues, not personalities and
refrain from name-calling or other petty tactics of persuasion.
6. Alternative solutions to the problem or issue being criticized. Anyone can gripe about a problem, but a good editorial
should take a pro-active approach to making the situation better by using constructive criticism and giving solutions.
7. A solid and concise conclusion that powerfully summarizes the writer's opinion. Give it some punch.
Present the Four Types of Editorials Will
1. Explain or interpret: Editors often use these editorials to explain the way the newspaper covered a sensitive or
controversial subject. School newspapers may explain new school rules or a particular student-body effort like a food
drive.
2. Criticize: These editorials constructively criticize actions, decisions or situations while providing solutions to the
problem identified. Immediate purpose is to get readers to see the problem, not the solution.
3. Persuade: Editorials of persuasion aim to immediately see the solution, not the problem. From the first paragraph,
readers will be encouraged to take a specific, positive action. Political endorsements are good examples of editorials of
persuasion.
4. Praise: These editorials commend people and organizations for something done well. They are not as common as the
other three.
How do you think individual’s opinion matters?

How do we write an editorial article?
H. Evaluating Learning:
Create a lead from the following given focus stories written in an intermediate paper
1. SCHOOL OR COUNTRY’S ENVIRONMENTAL PROBLEM

2. TRIBUTE TO PARENTS
3. HEALTH IS WEALTH
4. BULLYING / VANDALISM
5. IT’S MORE FUN IN THE PHILIPPINES
After checking the students answers, consider the following…
3 VERY GOOD = You have gained much knowledge

on the topic. 9-10
2 GOOD = You have gained adequate learning
on the topic. 7-8
1-0 FAIR = You can study the topic again to
improve. 6 below
_________________________________________________________________________________________________________________________
V. Remarks:
Lesson will be continued the next day
VI. Reflection:

lesson__________________________________________________________________________________________
___________________________________________________________________________________________
teachers?_____________________________________
Prepared by:________________________________


SECTION:__________________________________ DAY 2
TEACHING DATE AND TIME: FEBRUARY _____, 2018 QUARTER 4 LESSON 4
I. OBJECTIVES:
EN8WC-IVb-3.4.2: Distinguish among types of journalistic writing (news report, opinion article,
feature article, and editorial article)

STRUCTURE OF JOURNALISTIC WRITING
3. ______________________________________
IV. Procedures:
Let the students bring out the clip items from newspaper or the like that they have
individually gathered for structure analysis.

Distinguish among types of journalistic writing (news report, opinion article, feature article, and
editorial article)

Ask them to get the following items from their article.
1. number of words
2. title/ Headline
3. story
A. What is it all about? B. Who is in the story? C. Where it happens? D. When it happens?
E. Why it happens?/ Why is it significant? F. How it is presented?/ How the story goes?

Present the types of stories according to the types of journalistic writing
NEWS FEATURE EDITORIAL
1. LEAD 1. Feature topics 1. Types of Editorial
-The news story opens with a. fascinating hobby a. Informative – gives
a special beginning paragraph b. occupation information, review or
called lead. It is the most c.places announce certain facts of
important part of the story for d.health events
it is the reporter’s way of e.experience b. interpretative- explains or
selling his story f.Science bring out the significance of an
2. Types of News Story g. people event
A. Geographical View point h. development c. special occasion- gives
Local (community) (national) i.calendar event meaning on an occasion and
advance (international) j. For-your-information other significant events
B. Topical View point k.roving reporters d. praise or commend- express
-classroom –special(politics l. rare collection appreciation for a worthy
and economics) –science( – m.pencil games action
police (crime)(society) – e.tribute
f.liners- witty paragraph or
statements
g. editorial cartooning
Let the students further analyze the article and categorize it.
4. types of journalistic writing (News, Editorial, Feature)
5. types of stories
6. purpose (inform, entertain, narrate, describe, cause & effect, compare or contrast)
7. target audience
8. kinds of paper source (broadsheet, tabloid, magazine, campus paper, news letter)
9. by line (name of the author/writer)
10. nameplate (name of the paper source) e.g Manila Bulletin, Philippine Star…etc.

How do you journalist helps you better understand the importance of newspaper in our
daily lives?
What further questions can you look into that make the story even more interesting for you?
List 3 types of stories for each journalistic type that you would like to use in your in writing an
article.
3 VERY GOOD = You have gained much knowledge on the topic. 9-10
2 GOOD = You have gained adequate learning on the topic. 7-8
1-0 FAIR = You can study the topic again to improve. 6 below
V. Remarks:
VI. Reflection:
lesson__________________________________________________________________________________________
___________________________________________________________________________________________
teachers?_____________________________________
Prepared by:________________________________


SECTION:__________________________________ DAY 2
TEACHING DATE AND TIME: FEBRUARY ____, 2018 QUARTER 4 LESSON 4
I. OBJECTIVES:
EN8WC-IVg-1.6: Show respect for intellectual property rights by acknowledging sources of
information in journalistic writing

3. ______________________________________
IV. Procedures:
Let the students identify the parts of a newspaper.
By line

Show respect for intellectual property rights by acknowledging sources of information in
journalistic writing
Plagiarism is the "wrongful appropriation" and "stealing

and publication" of another author's "language, thoughts,
ideas, or expressions" and the representation of them as
one's own original work.Plagiarism is considered
academic dishonesty and a breach of journalistic ethics.

Let the students learn more about the term.
The problem is, the temptation to plagiarize is greater than ever because of the Internet, which places a
seemingly infinite amount of information just a mouse-click away.
But the fact that plagiarism is easier means reporters must be more vigilant in guarding against it. So what
do you need to know to avoid plagiarism in your reporting?
●Writing: If a reporter writes a story in a particularly distinctive or unusual way, and another
reporter copies passages from that story into his own article, that's an example of plagiarizing
writing.
●Ideas: This occurs when a journalist, usually a columnist or news analyst, advances a novel idea
or theory about an issue in the news, and another reporter copies that idea.
Avoiding Plagiarism
So how do you avoid plagiarizing another reporter's work?

 Do Your Own Reporting: The easiest way to avoid plagiarism is by doing your own reporting. That way you
avoid the temptation to steal information from another reporter's story, and you'll have the satisfaction of
producing work that is entirely your own. But what if another reporter gets a "scoop," a juicy bit of
information that you don't have? First, try to get the information yourself. If that fails...
 Give Credit Where Credit Is Due: If another reporter digs up a piece of information you can't get on your
own, then you must attribute that information to that reporter or, more commonly, to the news outlet that
reporter works for.

How Can someone Avoid Plagiarizing the Work of Others?

_________________________________________________________________________________________________________________________
V. Remarks:
VI. Reflection:
lesson__________________________________________________________________________________________
___________________________________________________________________________________________
teachers?_____________________________________
Prepared by:________________________________

SECTION:__________________________________ DAY 2
TEACHING DATE AND TIME: FEBRUARY _____, 2018 QUARTER 4 LESSON 4
I. OBJECTIVES:
EN8G-IVf-13: Use active and passive constructions in journalistic contexts
ACTIVE AND PASSIVE VOICE
3. http://www.letslearnenglish.co.uk/default.asp?page_url=blog&blog_id=95
IV. Procedures:

Show an article from the newspaper and let them underline the verbs.
Use active and passive voice of verb
Ask question, What is Active and Passive Voice of verb?

Show an example and let the students state what they have observed.
Focus on important information

 By placing the object at the beginning of the sentence, the passive can change the focus of
interest in a sentence.
The United were beaten by Arsenal. (we are more interested in the United)
 The passive is used in a variety of contexts. Notice how the agent (subject of the sentence- a
person who does the action, or an object which is talked about) is unimportant, unknown or clear from
the situation,
Impersonal statements Students are asked not to smoke.
When the agent is unknown My bike has been stolen! (Here we could say Someone/They have
stolen my bike. )
When the agent is obvious Mr Jones will be arrested.
How something was done The box was opened with a knife.

When do you deliver impersonal statements?

When do we use the Passive Voice?
Answer the activity 10 for Active and passive voice (see the attached activity)

V. Remarks:
VI. Reflection:
lesson__________________________________________________________________________________________
___________________________________________________________________________________________
teachers?_____________________________________
Prepared by:________________________________


SECTION:__________________________________ DAY 1
TEACHING DATE AND TIME: FEBRUARY 19, 2018 QUARTER 4 LESSON 4
I. OBJECTIVES:
EN8G-IVe-14: Use direct and reported speech

3. ______________________________________
IV. Procedures:

She said that she had seen
She said, "I saw him." him.
(direct speech) (indirect speech)
Let the students compare and contrast the speeches.

Use direct and reported speech
Ask question about their observation
DIRECT SPEECH
Direct speech repeats, or quotes, the exact words spoken. When we use direct speech in writing,
we place the words spoken between quotation marks (" ") and there is no change in these words.
We may be reporting something that's being said NOW (for example a telephone conversation), or
telling someone later about a previous conversation.

GIVE EXAMPLES OF DIRECT SPEECH
She says, "What time will you be home?"
She said, "What time will you be home?" and I said, "I don't know! "
"There's a fly in my soup!" screamed Simone.
John said, "There's an elephant outside the window."
DISCUSS THE INDIRECT SPEECH
INDIRECT SPEECH
Reported or indirect speech is usually used to talk about the past, so we normally change the tense
of the words spoken. We use reporting verbs like 'say', 'tell', 'ask', and we may use the word 'that'
to introduce the reported words. Inverted commas are not used.
'SAY' AND 'TELL'

Use 'say' when there is no indirect object:
He said that he was tired.
Always use 'tell' when you say who was being spoken to (i.e. with an indirect object):
He told me that he was tired.
'TALK' AND 'SPEAK'

Use these verbs to describe the action of communicating:
He talked to us.
She was speaking on the telephone.
How do you deliver a good and bad news to someone?
DO PRACTISE AS MANY EXAMPLES AS POSSIBLE.
ONLY THEN WILL YOU BE ABLE TO USE THIS IMPORTANT AND USEFUL LANGUAGE ITEM WITH
CONFIDENCE.
Change the following into direct speech.
1. The girl said that it gave her great pleasure to be there that evening.
2. The man said that he must go as soon as possible.
3. She said that she did not want to see any of them and asked them to go away.
4. The teacher says that if you work hard you will pass.
5. He said that he had won.
Answer:
1. The girl said, ‘It gives me great pleasure to be here this evening.’
2. The man said, ‘I must go as soon as possible.’
3. She said, ‘I don’t want to see any of you; go away.’
4. The teacher says, ‘If you work hard, you will pass.’
5. He said, ‘I have won.’
Change the following into indirect speech.

6. He said, ‘Let’s wait for her return.’
7. Alice said, ‘How clever I am!’
8. ‘Which way did she go?’ asked the young man.
9. He said to me, ‘Where are you going?’
10. ‘Please wait here till I return,’ she told him.
Answers:
6. He proposed that they should wait for her return.
7. Alice exclaimed how clever she was.
8. The young man asked which way she had gone.
9. He asked me where I was going.
10. She requested them to wait there till she returned.
V. Remarks:
VI. Reflection:
lesson__________________________________________________________________________________________
___________________________________________________________________________________________
teachers?_____________________________________
Prepared by:________________________________

SECTION:__________________________________ DAY 4
TEACHING DATE AND TIME: FEBRUARY , 2018 QUARTER 4 LESSON 4
I. OBJECTIVES:
EN8WC-IVe-3.4: Compose journalistic texts
WRITING A JOURNALISTIC ARTICLE
3. ______________________________________
IV. Procedures:

Present the list of focused stories for their journalistic writing.
NEWS ARTICLE WRITING FEATURE ARTICLE WRITING EDITORIAL ARTICLE
WRITING
1.EARTH QUAKE DRILL 1. HANG-OUT PLACES OF 1. SCHOOL OR COUNTRY’S
2. BHNHS SSG ELECTION BATASANIANS ENVIRONMENTAL PROBLEM
3. RESPONSIBLE SOCIAL 2. BOOK REVIEW (THE BOOK (WITH CARTOONING)
MEDIA POSTING SHOULD BE THE ONE 2. TRIBUTE TO PARENTS
4. USE OF MOBILE PHONES IN COMPLETELY READ BY A (WITH CARTOONING)
SCHOOL (POS AND CONS) MEMBER) REQUIRES 3. HEALTH IS WEALTH(WITH
5. END OF SCHOOL YEAR CUT/PICTURE OF THE BOOK CARTOONING)
3.FOR-YOUR-INFORMATION, 4. BULLYING (WITH
TRIVIA (DID YOU KNOW?) CARTOONING)
4.LITERARY (POEM OR 5. IT’S MORE FUN IN THE
SHORT STORY ABOUT LOVE) PHILIPPINES (WITH
5. PENCIL GAMES ( VERB CARTOONING)
TENSES)

Compose journalistic texts
Each group will choose and decide on the topic that they will be working on.

Write the following stories based on facts from the given list of topics
WRITING
FOLLOW THE PATTERN FOLLOW THE PATTERN 1. An opening statement must
1. LEAD – most significant (like an expository article) be brief. It may consist only of
finding 1. LEAD- the first section of a 1.1 a striking stement
2. source of finding- what, typical feature emphasizes 1.2 quotation 1.3 narration 1.4
when, where, why and how unusual aspect, presents an order 1.5 question 1.6 mixture
3. following paragraphs – overall feature of the topic or of facts and opinion 1.7 a news
other significant findings strikes the keynote of the peg
article 2. BODY- it should include the
News stories can be 2. BODY- a central theme is editorials basic facts, the
-in the classroom carried. It must be bridged all causes and effect behind
-the meeting story the necessary details captured 3. CONCLUSION- The last part
-disaster preparedness story by the lead. It makes use of drives home a final and
-experiment, surveys colorful descriptions, important though or direction.
-honor/ award story quotations, figures of speech, This can be in the form of
-the school improvement statistics, analogies and advice, challenge, command or
-the election story humor if appropriate. just a rounding out of simple
-out-of-school activity 3. CONCLUSION- end your summary
-make a living story imaginatively CAUTION: no criticism or
-special occasion story change of principal view. Do
-human interest incidents not preach present facts

How effective it is for you to communicate a story based on your experience?

What we should remember in writing a journalistic article?
Evaluate the article
1. Is the article relatable to most of the student-readers?
2. In what ways the story differ from a real journalistic kind story?
3. What makes the article interesting? To what emotion does it appeal?
4. What is the first statement used? Is it appropriate for your article?
5. What was your challenge in completing your article?
_________________________________________________________________________________________________________________________
V. Remarks:
VI. Reflection:
lesson__________________________________________________________________________________________
___________________________________________________________________________________________
teachers?_____________________________________
Prepared by:________________________________

NEWS FEATURE EDITORIAL

1. LEAD 1. Feature stories 1. Types of Editorial stories
-The news story opens with a. fascinating hobby a. Informative – gives
a special beginning paragraph b. occupation information, review or
called lead. It is the most c.places announce certain facts of
important part of the story for d.health events
it is the reporter’s way of e.experience b. interpretative- explains or
selling his story f.Science bring out the significance of an
2. Types of News Story g. people event
A. Geographical View point h. development c. special occasion- gives
Local (community) (national) i.calendar event meaning on an occasion and
advance (international) j. For-your-information other significant events
B. Topical View point k.roving reporters d. praise or commend- express
-classroom –special(politics l. rare collection appreciation for a worthy
and economics) –science( – m.pencil games action
police (crime)(society) – e.tribute
f.liners- witty paragraph or
statements
g. editorial cartooning

WRITING
FOLLOW THE PATTERN FOLLOW THE PATTERN 1. An opening statement must
1. LEAD – most significant (like an expository article) be brief. It may consist only of
finding 1. LEAD- the first section of a 1.1 a striking stement
2. source of finding- who, typical feature emphasizes 1.2 quotation 1.3 narration 1.4
what, when, where, why and unusual aspect, presents an order 1.5 question 1.6 mixture
how overall feature of the topic or of facts and opinion 1.7 a news
3. following paragraphs – strikes the keynote of the peg
other significant findings article 2. BODY- it should include the
2. BODY- a central theme is editorials basic facts, the
News stories can be carried. It must be bridged all causes and effect behind
-in the classroom the necessary details captured 3. CONCLUSION- The last part
-the meeting story by the lead. It makes use of drives home a final and
-disaster preparedness story colorful descriptions, important though or direction.
-experiment, surveys quotations, figures of speech, This can be in the form of
-honor/ award story statistics, analogies and advice, challenge, command or
-the school improvement humor if appropriate. just a rounding out of simple
-the election story 3. CONCLUSION- end your summary
-out-of-school activity story imaginatively CAUTION: no criticism or
-make a living change of principal view. Do
-special occasion story not preach present facts
-human interest incidents
Each member should get the following items from their article.
1. number of words
2. title/ Headline
3. Lead (what, when, where, who, why and how)
4. types of journalistic writing (News, Editorial, Feature)
5. types of stories
6. purpose (inform, entertain, narrate, describe, cause & effect, compare or contrast)
7. target audience
8. kinds of paper source (broadsheet, tabloid, magazine, campus paper, news letter)
9. by line (name of the author/writer)
10. nameplate (name of the paper source) e.g Manila Bulletin, Philippine Star…etc.
Fourth Quarter
NAME:____________________________ DATE:_________________
GRADE & SECTION:__________________ journalistic writing TEACHER:_________________

(with cut and cutline) atleast (with cut and cutline) atleast WRITING (cartooning is a
150 -200 words 150- 200 words must) atleast 150 words
TENSES)

TENSES)
TENSES)

Daily Lesson Logs FEB 16 22 WITH ATTACHMENTS

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Fourth Quarter

1. Little Kate goes for a walk. It is quiet in the house.

2. My brother ate frogs’ legs. He ate frogs’ legs three times.

3. Carol is in Morocco. She went there last month.

5. Jorge and Carmen are married. They got married in 1980.

8. I wanted to go to Japan several years ago. I still want to go.

11. Mr. Smith finished his work. He can rest now.

13. Granny prepared a surprise. Everybody is looking forward to it.

1. Jack is cooking. He started to do this 4 hours ago.

2. My brother drives. He started to do this in 1968.

3. Carol lives in Morocco. She went there last month.

10. I am reading this lesson. I started to do this 10 minutes ago.

11. I am living here for three years.

12. I studied English for 5 years.

13. I read English books all these years.

14. We practice at the language laboratory for 3 years.

15. We worked all the time.

Before I went to school, I had eaten a big breakfast.

6. First: The world’s population hit the 6 billion mark.

7. First: The National Free Bank made bad investments.

It had been raining

subject + had + been + verb with -ing

2. First: She loved him for a year.

3. First: I studied French for 2 years.

4. First: Trudy drove for 12 straight hours.

5. First: The doctor was trained for 4 years.

6. First: I believed you.

7. First: Diane watched TV all afternoon.

8. First: Columbus sailed for more than 2 months.

Lesson 17: Decoding Meaning Of Unfamiliar Words Using Words

DAILY LESSON LOG in English 8

III. Learning Resources:

A. Reviewing Previous lesson or Presenting New Lesson

B. Establishing Purpose of the Lesson:

D. Discussing the New Concepts and Practicing New Skill

F. Practical Applications of Concepts and Skills in Daily Living

I. Additional Activities for Application or Remediation

K. No. of learners who require additional activities for remediation_______________________

M. No. of learners who continue to require remediation_____________________________________

N. Which of my teaching strategies work well? Why did these work?______________________

Checked by: Mrs. Josephine Q. Miranda

DAILY LESSON LOG in English 8

III. Learning Resources:

A. Reviewing Previous lesson or Presenting New Lesson

B. Establishing Purpose of the Lesson:

C. Presenting Examples/Instances of the New Lesson:

D. Discussing the New Concepts and Practicing New Skill

1. Introduction, body and conclusion like other news stories

G. Making Generalizations and Abstractions about the Lesson:

1. SCHOOL OR COUNTRY’S ENVIRONMENTAL PROBLEM

After checking the students answers, consider the following…

3 VERY GOOD = You have gained much knowledge

I. Additional Activities for Application or Remediation

Lesson will be continued the next day

K. No. of learners who require additional activities for remediation_______________________

M. No. of learners who continue to require remediation_____________________________________

N. Which of my teaching strategies work well? Why did these work?______________________

Checked by: Mrs. Josephine Q. Miranda

DAILY LESSON LOG in English 8

II. Content/ Subject Matter

B. Establishing Purpose of the Lesson:

C. Presenting Examples/Instances of the New Lesson:

D. Discussing the New Concepts and Practicing New Skill