MATERIALS

DEVELOPMENT IN
ENGLISH
SKILL COMPETENCIES REFERENCES TEACHER STUDENT ACTIVITIES MATERIALS TIME ASSESSMENT REMARKS/
 ACTIVITIES FRAME COMMENTS

Grammar
Awareness

Grade 7
EN7G-I-i-11: English Book 7 Explains the The class will be divided into Brown 3 session Paper
Observe correct subject – five groups. Each group will Envelope pencil/Oral
subject-verb https://www.gra verb participate in the game Bond papers assessment
agreement mmarbook.com agreement called Deal or No Deal. Cartolina
/grammar/subje 1. There are 25 envelopes to
ctVerbAgree.as choose
p 2. Each briefcase contains a
sentence, and a
https://webapp correct answer. That must be
s.towson.edu/o answered by the
ws/sub- representative of each
verb.htm group. All members must
answer all the possible
https://www.slid sentence in the brief case
eshare.net/ being choose.
raneybacus3/d 3. First briefcase chosen is
eal-or-no-deal- worth 1 point, second
classroom- briefcase worth 2 points,
game-on- third 3 points and so on…
subjectverb- 4. Wrong answer for the
agreement briefcase chosen will be
deducted the same point/s
the class should have
earned if answered correctly.
5. Each group has three
chances of saying NO DEAL!
No
Deal means another player
in other group is allowed to
steal and
10
 answer the question.
6. The class will be
disqualified if and only
he/she will coach the player
who is answering the
question.
EN7G-IV-b-4: https://www.en Explains the 1. I’m going to show you Bond paper 2 session Paper
Use imperatives glish-at- imperative some sentences and you’ll Marker pencil/Oral
and prepositions home.com/givi and have to decide if they are Cartolina assessment
when giving ng-instructions/ prepositions BLUFF or TRUE.
instructions. in giving 2. You must say BLUFF or
instructions TRUE, after that you’ll have
to explain why you think they
are true or bluff.
3. Each correct answer will
be given two points and plus
three points if there is an
explanation
EN7G-II-g-1: Use https://www.en Explains the The students will be provided Worksheet 2 session Paper
phrases, clauses, glish-at- use of a worksheet with the Marker pencil/Oral
and sentences home.com/givi phrases, directions: Read and analyze Manila Paper assessment
appropriately and ng-instructions/ clauses, and each sentence. Circle the
meaningfully sentences predicates and underline the
appropriately subjects. Draw a line
and separating the clauses in the
meaningfully sentence, count them, and
write the amount of clauses
on the line.
1. My sister and I were at my
grandma's house when the
phone rang.
2. We were watching TV on
the couch, the old brown
one, and eating sandwiches.
3. It was Jan, my sister's
friend, and she wanted to
10
 talk to my sister.
4. I said, "I'll go get her, Jan,"
and then I went to get her.
5. Jan told my sister that the
new super group, the Dance
Boys, was at the mall.
6. My sister almost fainted
because she's the biggest
fan of the Dance Boys.
7. "I love the Dance Boys,"
she said excitedly.
8. Jan, my sister, and I all
hopped on the bus to the
mall to see the Dance Boys.
9. I'm not really a fan of the
Dance Boys, but I like to go
to the mall, so I went.
10. When we got there, the
mall was packed with Dance
Boy fans.
11. Everyone wore Dance
Boy shirts except me
because I hate the Dance
Boys.
12. While the Dance Boys
sang, Jan danced, but I
played games on my cell
phone.
13. I challenged one of the
Dance Boys to a dance
battle but he was scared.
14. Since we went to the
mall, I've been working on
my moves, but I'm still bad.
15. If Jan, my sister, and I go
to the mall again, I'll surely

10
 walk around and shop.
Grade 8
EN8G-Ia-7: Use https://www.me Explains the The students will review the Worksheet 2 session Paper
parallel nlo.edu/wp- use of following sentences for Marker pencil/Oral
structures. content/upload parallel errors in parallel structure. Manila Paper assessment
s/2015/03/PAR structures. Correct the sentence by
ALLEL_STRU rewriting it. Not all sentences
CTURE.pdf are incorrect. Answers may
vary.

https://www.sa Index Card Swap Index Card 1 session Paper

dlier.com/scho Here is an idea for a fun, pencil/Oral
ol/ela- interactive exercise to assessment
blog/activities- practice parallel structure!
for-parallel- 1. On an index card, have
structure- students write three
practice- action verbs. Some
grades-6-8 examples include walk,
jog, and talk, or
scheme, erase, and
connect, or run, swim,
and wring.
2. Students exchange
their cards with a
partner.
3. Students will write one
parallel sentence,
using all three verbs.
For the next steps to
practicing parallel
structure, use different
verb tenses with the
words.
4. Tell students the verbs
are now past tense. Some
examples now include
10
 walked, jogged, and
talked, or schemed,
erased, and connected, or
ran, swam, and wrung.
5. Students exchange
their cards with a partner.
6. Students will write one
parallel sentence, using
all three verbs in the past
tense.
(You can also use future
tense, present perfect,
and past perfect verb
forms).
EN8G-IIIc-3.6: https://www.esl Explains the Ability Bingo Bingo Card 1 session Paper
Use modals gamesplus.co use of In this free modal verbs of pencil/Oral
appropriately. m/english- modals ability game, students play assessment
grammar- appropriately bingo by finding classmates
game-modal- . who have certain abilities.
verbs/ Give each student a copy of
the bingo card. Students
https://www.tea then go around the
ch- classroom asking 'Can
this.com/parts- you...?' questions in order to
of-speech- find classmates who have
activities- the abilities shown on the
worksheets/mo bingo card, e.g. 'Can you
dal-verbs- wiggle your ears?' When a
ability student finds someone who
answers 'Yes, I can', the
student asks the person to
demonstrate their ability by
performing the task. If the
person can demonstrate the
ability, the student writes
their name in the square on

10
 the bingo card and then
moves on to talk to another
person. The first student to
get five names in a row,
either horizontally, vertically
or diagonally shouts 'bingo'
and everyone stops. Check
the answers by asking the
five students to perform their
abilities to the class. If they
do this successfully, the
student wins. If not, the
game continues. Afterwards,
the students continue the
game by trying to complete
the entire bingo card with
names.
EN8G-IVa-15: https://www.gra Explains the Students will rewrite a Worksheet 1 session Paper
Use appropriate mmarly.com/bl use of passage. Manila Paper pencil/Oral
modifiers. og/modifiers/ appropriate Good is a word that can be Marker assessment
modifiers used too much. Other words
https://writingex can be used instead of good
plained.org/gra to make your
mmar- writing more interesting.
dictionary/modi Below is a paragraph that
fier uses good too often. Rewrite
the paragraph using other
https://www.k1 words that make
2reader.com/w sense instead of good.
orksheet/chang My Day
ing-modifiers- When I woke up today, I
good/view/ knew it would be a good day.
The weather was good, and I
felt good. I
ate a good breakfast of fruit
and oatmeal. I was ready to

10
 go to school and make a
good grade on my
test. It was a good walk to
school, but my good friend
Casey walked with me.
When we got to our
classroom, we saw Mrs.
Jackson looking good. She
smiled in a good way. “I have
a good surprise
for you,” she said. “The test
has been canceled for good.”
We all cheered at this good
news!
EN8G-IVb-3: Use https://example Explains the What had happened? Meta Cards 1 session Paper
past and past s.yourdictionar use of past In this entertaining past pencil/Oral
perfect y.com/past- and past perfect game, students assessment
perfect-tense- perfect. complete and match past
examples.html simple sentences with
explanations in the past
https://www.tho perfect. Give each pair of
ughtco.com/pa students a set of number
st-perfect- cards. Each card contains an
worksheets- incomplete past simple
1209899 sentence. The students look
at each sentence and think
https://www.tea about what had happened
ch- and how the sentence might
this.com/gram be continued using the past
mar-activities- perfect. Students do this
worksheets/pas orally or by writing their ideas
t- on a piece of paper.
perfect#interme Afterwards, review the
diate students' ideas and use of
the past perfect. Next, give
each pair a set of letter

10
 cards. Each card contains
the second part of one of the
past simple sentences. The
students spread both sets of
cards out on the table face
up. Students then take it in
turns to match each past
simple sentence with an
explanation. Each time a
student matches two cards
together, they complete the
gap with the verb in brackets
in the past perfect tense and
keep the two cards. When
everyone has finished, check
the correct answers with the
class. Students score one
point for each correctly
matched and completed pair
of cards. The student with
the highest score in each
pair wins the game.
Grade 9
EN9G-Ia-1.6/1.7: English book Explains the Each day students will be Marker 3 session Paper
Use appropriate Grade 9 – A use given different worksheet on Manila paper pencil/Oral
punctuation Journey appropriate different sets of capitalization Worksheets assessment
marks and through Anglo- punctuation and punctuation with its Handouts
capitalization to American marks and usage.
convey meaning. Literature capitalization
to convey
https://www.mp meaning
cprinting.com/si
ngle-
post/2017/01/1
0/The-
Importance-of-
10
 Grammar-
Punctuation-
Spelling-and-
Capitalization

https://www.slid
eshare.net/drai
zelle_sexon/rul
es-in-
capitalization-
and-
punctuation

https://www.lbc
c.edu/sites/mai
n/files/file-
attachments/pu
nctuationcapital
izationrules.pdf
?1495927386

https://www.slid
eshare.net/ron
acatubig07/gra
de-9-rules-in-
capitalization-
and-
punctuation

https://www.en
glishgrammar.o
rg/capitalization
-punctuation-
worksheet/
EN9G-IIb-19: Use English book Explains the How do I do it? Cards 2 session Paper

10
 adverbs in Grade 9 – A use adverbs In this amusing adverbs of Marker pencil/Oral
narration. Journey in narration manner activity, students assessment
through Anglo- (manner) play a game where they
American mime activities in the manner
Literature shown on cards for other
students to guess. Divide the
https://www.ef. class into two teams (A and
com/ca/english B). A student from Team A
- comes to the front of the
resources/engli class and picks up an activity
sh- card and an adverb of
grammar/adver manner card, e.g. make
bs-manner/ pancakes / aggressively. The
student then mimes the
activity in the manner shown
on the adverb card. Team A
has one minute to guess the
activity and adverb of
manner, and make a
grammatically correct
sentence, e.g. 'He is making
pancakes aggressively'. If
Team A does this
successfully, they score a
point. After the time limit has
been reached, Team B can
try to answer. Afterwards, a
student from Team B comes
to the front of the class and
so on. This continues with
teams taking it in turns to
mime until all the activity
cards have been used. The
team with the most points at
the end of the game wins. As
an alternative, students can

10
 play the miming game in
competing pairs or small
teams.

EN9G-IVb-22: English book Active and Passive Voice Can 3 session Paper
Use active and Grade 9 – A Kaboom Strips pencil/Oral
passive Journey A printable Kaboom strips Score Board assessment
constructions. through Anglo- will be stock in a box. Each
American strips have its own
Literature corresponding points. The
students will be divided into
https://www.tak five teams and each team
shilalearning.co will be given different colored
m/learn-active- paper used to raise for
and-passive- answering the questions.
voice-class-9- Each student from each
english- group will be given a chance
grammar/ to answer. First group will
first get a strip from a can if
https://example they can get the correct
s.yourdictionar answer then will proceed to
y.com/example the next group. If ever a
s-of-active-and- group will not able to answer
passive- the question, then the next
voice.html group can steal the strip and
given a chance to answer
https://webapp the question. The more strip
s.towson.edu/o they get the more points they
ws/activepass. can have.
htm

https://www.slid
eshare.net/rethi
nkingeducation
/game-passive-
voice-simple-

10
 past

https://www.tea
ch-
this.com/gram
mar-activities-
worksheets/pas
sive#upper-
intermediate
Grade 10
EN10G-Ia-27: English Book Explains the Complete the Sentence Cards 2 session Paper
Use reflexive and 10 – use In this engaging reflexive Marker pencil/Oral
intensive Celebrating reflexive and pronouns teaching activity, assessment
pronouns. Diversity intensive students play a card game
through World pronouns where they race to complete
Literature sentences with reflexive
pronouns. Divide the
https://www.en students into groups of three.
glishgrammar1 One student is the 'reader'
01.com/module and is given a set of
- sentence cards. The reader
2/pronouns/les shuffles the cards and places
son-4/reflexive- them face down in a pile on
and-intensive- the desk. The other two
pronouns students are 'players' and
are given a set of reflexive
https://www.en pronoun cards each. The
glish-grammar- players shuffle their cards
revolution.com/ and spread them out face up
reflexive- on the desk in front of them.
pronouns.html The reader turns over the top
card from the pile and reads
https://www.esl the sentence aloud to the
base.com/gram players using the word
mar/reflexive- 'blank' for the missing
pronouns reflexive pronoun. The
10
 players listen and then race
http://www.emc to grab the correct pronoun
p.com/languag card to complete the
e_link_cd/exerc sentence. The first player to
ises.php? grab the correct reflexive
g=11&u=5&su= pronoun card from their set
Reflexive+and+ and give it to the reader,
Intensive+Pron saying the pronoun at the
ouns same time wins and keeps
the two cards. The correct
https://www.tea answer is shown for the
ch- reader on the sentence card.
this.com/parts- If neither player gives the
of-speech- right answer, the sentence
activities- card is placed at the bottom
worksheets/refl of the pile to be used again
exive-pronouns later in the game. This
process continues until there
are no more sentence cards
left. The player with the most
cards at the end of the game
is the winner.

EN10G-IIIa-31: English Book Teacher will provide students Worksheet 2 session Paper
Use pronouns 10 – with the Play Ball: A Pronoun pencil/Oral
effectively. Celebrating Story worksheet. You might assessment
Diversity project it on a classroom
through World screen or SMART
Literature Board or you might provide a
printed copy of it for each
https://www.en student. Have students
ago.com/acade number a sheet of lined
my/use-of- paper from 1 to 25.
pronouns-in- Challenge them to identify
academic- the noun (person, place, or
writing/ thing) to which each of the

10
 story’s underlined pronouns
https://www.gra refers.
mmarbook.com
/grammar/pron
oun.asp

https://quarknd
agger.com/five-
effective-ways-
to-reduce-
pronoun-use-
in-writing/

https://www.ed
ucationworld.co
m/a_lesson/pro
nouns-
baseball.shtml

https://gramma
r.yourdictionary
.com/parts-of-
speech/pronou
ns/pronoun-
games.html

https://busytea
cher.org/23982
-pronoun-
power-6-fun-
activities.html
EN10G-Ig-3.6: English Book Explains the Here is a possibility and Worksheet 2 session Paper
Use modals 10 – use modals certainty guessing game to pencil/Oral
Celebrating help students learn how to assessment
Diversity use the modal verbs 'could',
through World 'may' and 'might' for

10
 Literature possibility and 'must' for
certainty. Place some
https://www.tea objects that make a
ch- recognizable sound behind a
this.com/parts- screen at the front of the
of-speech- class. Invite one student to
activities- operate the various objects
worksheets/mo behind the screen and divide
dal-verbs- the class into two teams. The
possibility- student behind the screen
certainty then operates one of the
objects. The teams take it in
turns to guess what they
think the object could be.
Each time a team makes a
guess, they use a modal
verb of possibility by saying
'It could/may/might be a/an...'
If a team is certain what the
object is, the team uses a
modal verb of certainty by
saying 'It must be a/an...'
Teams are allowed one
guess per turn. If a team
guesses correctly using a
modal verb of possibility,
they score one point. If a
team guesses correctly using
a modal verb of certainty,
they score two points. If a
team makes an incorrect
guess with a modal verb of
certainty, they lose two
points. The team with the
most points at the end of the
game wins.

10
Grade 11
EN11/12RWS- Academic Explains the Students will be divided into Worksheet 2 session Rubrics is
IIIbf-3.1 Writing and Developmen 8 groups. Each group will presented
Distinguishes Reading for tal Patterns going to create text about
between and Senior High specific topic using the signal
among patterns of book words.
development in
writing across https://www.cp
disciplines – p.edu/ramp/pro
narration. gram-
materials/recog
nizing-
transitions.sht
ml

https://www.rca
mpus.com/rubri
cshowc.cfm?
sp=yes&code=
J8A493&
Grade 12
EN11/12RWS- Academic Explains the The students will be group Worksheet 2 session Rubrics is
IVac-9 Writing and Formulation into five. They will brainstorm presented
Formulates Reading for on one major problem in school
evaluative Senior High evaluative that need to be prioritized.
statements about book statements
a text read about a text
Formulates https://www.slid read
assertions about eshare.net/mar Formulates
the content and ykatrinebelino/c assertions
properties of a ritical-reading- about the
text read as-reasoning- content and
78474306 properties of
a text read
https://www.rca
mpus.com/rubri
10
 cshowc.cfm?
sp=yes&code=
J8A493&

10