1

I.

Objectives: I.1 Identify loud and soft sounds produced by animals/objects transportation. I.2 Distinguish loud sound from soft sound I.3 Name animals/objects transportation that make loud and soft sound. II. Subject Matter Sounds Around Loud and Soft Sound References PELC 1.1 p. 7 TM, Communicating is Fun 1, pages 7-8 TX, Communicating is Fun, pages 4-5 English 1 p. 18 Science and Health 1 p. 144 Materials real objects, toys, poster chart, picture, boxes Value Learning to listen III. Procedure A. Pre-activities 1. Pronunciation drill Naming objects through pictures 2. Unlocking of difficulties loud and soft sounds through playing loud and soft music Ask: What kind of sound do you hear? 3. Motivation Teacher asks the pupils the sounds that they heard when they were on their way to school B. Presentation Teacher presents songs/rhymes/riddles with action. 1. Kitty, Kitty meow Kitty, Kitty meow Kitty, Kitty meow-meow-meow (Substitute Kitty-meow with Dogie-aw Ducky-quack Piggy-oink, etc.) 2. Tick tock Tick tock Merrily songs the clock Bong, bong, bong Loudly says the gong (Provide other examples) I am a vehicle I have four wheels. I bring sick people to the hospital I say Wee-wee-wee What am I? (Provide other examples) C. Comprehensive Check-up 1. a. What are the animals in the song? b. What does Kitty say? Dogie? Piggy? etc. c. What can animal produce? d. Which animals can produce loud sound? Soft sound? Sbce11

2 2. 3. 4. (Follow the same procedure: objects) (Follow the same procedure: transportation) What did you do to be able to distinguish loud from soft sound? Did you listen carefully?

D.

Generalization What can animals/objects/transportation produce? What kind of soft sound do animals/objects/transportation produce? Application 1. Guided exercises Prepare 2 boxes labeled as:

E.

Loud sound

Loud sound

2.

Divide the class into 3 groups. Show pictures of animals/objects/transportation at a time. Group I will identify the pictures Group II will produce the sound Group III will group the pictures as loud or soft Independent exercises (Teacher produces each sound) Draw a long line if it is a loud sound; short line if it is a soft sound. a. Wee-wee-wee b. Tick-tock Tick-tock c. Tweet-tweet-tweet d. Boom-boom-boom e. Chug-chug-chug

IV. Evaluation Write L if the picture produces a loud sound. S if it is produces a soft sound. 1. bird telephone 3. gun truck 5. pig

2. V.

4.

Assignment Draw or cut out pictures for each column.

Loud Sound Animal

Object

Transportation

Animal

Object

Transportation

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3 I. Objectives Identify high and low sounds produced by animals/objects/transportation Distinguish high sound from low sound _ Name animals/objects/transportation that make high and low sound. Subject Matter Sounds Around High And low Sound References: PELC 1.2 p. 7 TM , Communication is Fun I pages 9-10 TX, Communicating is Fun I, pages 5-6 Fun in English I, pages 26-27 Materials : real objects, toys, poster/chart, pictures, basket Value : Learning to listen

II.

III. Procedure A. Pre-activities 1. Review Produce the sound made by the following: clock jeep bird drum train dog pig ambulance gun Tell whether the sound is loud or soft 2. Unlocking of difficulties high and low sound by demonstrating high and low sounds Ask: What kind of sound do you hear? 3. Motivation Show miniature/toys (animals and transportation) and real objects producing high and low sounds. Call a pupil to give the sound of each. B. Presentation 1. Divide the class into 3 groups Give a chart/poster to each group. Group I animals Group II objects Group III transportation Let each member of the group name a picture on the chart/poster then imitate the sound it produces. The activity will be done one at a time by each group. Comprehensive Check-up 1. What do you call the first chart of pictures? The second? The third? 2. What can they produce? 3. Which can produce high sound? Low sound? 4. Were you able to tell whether the sound high or low? What did you do? Generalization What kind of sounds do animals/objects/transportation produce? Some animals/objects/transportation produces high sound. Some animals/objects/transportation produces low sound.

C.

D.

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4 E. Application 1. Guided exercises Raise your right hand for high sound and left for low sound. a. Moo! Moo! b. Eng! Eng! Eng! c. Prrt! Prrt! d. Toot! Toot! e. Ting! Tang! 2. Independent exercises Draw If the picture produces high sound and if it produces low sound. a. d. carabao

b.

e. sing lower do-do-do

c.

IV. Evaluation Play the game Where do I Belong Name the picture then produce its sound Paste it to where it should belong.

V.

Assignment Bring objects, miniature transportation/animals that produce high and low sound.

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5 I. Objectives 1. 2.

Produce vowel sound listened to Copy vowel letters

II.

Subject Matter Vowel Sounds Listened to Copying Vowel Letters PELC 1 p. 7 References: Fun in English I page 19 Reading Readiness I pp. 81-82 Communicating is Fun pp. 52-54 English I pp. 20-22 Flash cards Pictures Listen attentively pocket chart magic flower picture cards

Materials :

Value: III. A.

Preliminary Activities 1. Pronunciation Drill Reading the letters of the alphabet through flashcards. 2. Motivation Tell the pupils that they are going to study about the vowel sounds in our English Alphabet Presentation 1. Present pictures of objects/things. 2. Say the names of the picture as you put each picture in the pocket chart. 3. Let pupils listen carefully as you name the objects: apple eraser ink orange umbrella atis egg igloo okra underwear ax ear oven 4. 5. 6. 7. 8. Let the pupils name the pictures, then ask them to give the beginning letter of each word. Tell the pupils that each word begins with a vowel. Let the pupils write the beginning letter on the their table by using their figures, as they do this, introduce the sound of the vowel. Pupils repeat the sound after their teacher, by the whole class, by groups then by individual pupils. Do the same procedure with vowels e, I, o, u. Show some more pictures, call on individual pupils to name the pictures and produce the sound of the vowel.

B.

C. D.

Generalization What is the sound of /a/? /e/? /i/? /o/? /u/? Guided Exercise Copy the vowel letter on the blank and then produce the sound _____________ 1. owl

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6 _____________ 2. avocado _____________ 3. eggplant _____________ 4. under _____________ 5. insect E. Independent Exercises Game: Pick a fruit from a tree. Name the picture at the back of the fruit then produce the sound of the vowel. Magic Flower: Open the petal of the flower, name the picture shown then produce the sound of the vowel IV. Evaluation Distribute one picture card to each pupil, let them name the picture and produce the sound of the vowel. Then copy the vowel inside the box. Example:

V.

Assignment Cut-out one picture from magazines that begins with a vowel. Bring it to school, name the picture and produce the vowel sound.

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7 I. Objectives 1. Produce command sounds listened to ( /d/, /p/, /f/, /v/ ) 2. Copy consonant letters Subject Matter Consonant Sounds Listened to Copying Consonant Letters PELC 1 p. 7 References: Fun in English I page 36-37; 44-45 English I pp. 23-26 English is Fun p, 102 Reading Readiness I pp. 81-82 Communicating is Fun pp. 42-43, 45-46 Flash cards mini board pocket chart pictures cut-outs paper bag

II.

Materials :

Value: III. A.

Listen attentively

Preliminary Activities 1. Drill Naming pictures with vowel sound

2.

Review What is the beginning letter of the names of each picture? Produce the vowel sounds.

3.

Motivation Its fun to study letter sounds, isnt at? Would you like to learn more about the letter sounds? Okay, this time we are going to study consonant sounds.

B.

Presentation 1. Present pictures of objects/things. Pronounce clearly the name of each picture flashed. Let pupils listen attentively as you name the objects. Put each picture on the pocket chart: ball pan flower van bag pen fish vine box pot five vinta bed pin fan violin bus pad fork volcano 2. Pupils name the picture then tell the beginning letter of each word. (pictures with /b/ sound only. Tell the pupils that each word begins with a consonant. Pupils copy the beginning letter on their mini board. Teacher produces the sound of the letter.

3. 4. Sbce11

8 5. 6. 7. Pupils repeat the sound correctly after the teacher, by the whole class, by groups then by individual pupils. Do the same procedures with letters p, f, v. Show some more pictures, call on individual pupils to name the picture and produce the consonant sound.

C.

Generalization What is the sound of /v/? /p/? /f/? /v/?

D.

Guided Exercise Pupils say correctly the name of each cut-out picture. Produce the sound then write the consonant letter inside the cut-out. Independent Exercises Picking Flowers in the garden Pick a flower. At the back of each flower is a picture. Name the picture and produce the consonant sound.

E.

IV.

Evaluation Pick a picture inside a paper bag. Name the picture, produce the consonant sound then copy the beginning consonant letter of the word. Example:

ball
V. Assignment Draw 4 objects, each beginning with b, p, f, v.

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9 I. Objectives 1. 2.

Produce consonant sounds listened to m, n, r, l. Copy/trace consonant letters

II.

Subject Matter Consonant Sounds (m, n, r, l) Copying/Tracing Consonant Letters (m, n, r, l) PELC 1 p. 7 References: Fun in English I pp. 60-63 Science and Health I pp. 46-47 Flash cards pocket chart picture

Materials : Value: III. Procedure A.

Taking care of animals

Preliminary Activities 1. Pronunciation Drill Teacher present flashcards of the alphabet. Have pupils read. 2. Review Show pictures with beginning sounds of /b/ /p/ /f/ /v/ Let the pupils say the name of the pictures and the correct sounds.

3.

Motivation Teacher asks what pets they have at home.

B.

Presentation 1. Present some pictures. Teacher says the word for each picture like.

rabbit

monkey

lion

nag

lizard

rat

rooster

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10

2. 3. 4.

5. 6. 7.

Let the pupils repeat the name of the pictures. Ask the beginning letter of the pictures. Let the teacher introduce the sound of the beginning letter. Let the pupil repeat. Put all the pictures in the pocket chart. Call on some pupils to get pictures. Ask them to use the pattern. Example: m is for monkey. Let us write letters m, n, r, l on the air. Then at the back of your classmates, write the consonant letters using your finger. Call pupils to trace the letters m, n, r, l on the board. Copy the beginning consonant letters m, n, r, l of the displayed pictures in the pocket chart.

C.

Generalization What is the sound of /m/? /n/? /r/? /l/? Application 1. Guided Exercises Trace the letter of the beginning sound of the picture and produce the sounds.

D.

Look at the sets of pictures. Copy the beginning consonant letter.

2.

Independent Exercises Call on pupils whose names begin with letter m, n, r, l. Let the pupils produce the sound of the begging letters. Ask them to repeat the sounds.

IV.

Evaluation Box the begging consonant letter sounds of m, n, r, l in each picture.

V.

Assignment Draw pictures that begin with m, n, r, l and write the beginning letter.

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11 I. Produce consonant sounds listened to s, h, c, k, q Copy consonant letters Subject Matter Consonant letters s, h, c, k, q Copying consonant letters s, h, c, k, q References: Materials: Value : III. Procedure A. Preliminary Activities 1. Pronunciation Drill Reading letters of the alphabet Review Present pictures with consonant letters m, n, r, l. Pupils name the pictures and produce the beginning consonant sounds. Motivation What things can you see in our surroundings? Would you like to talk about them? I have here pictures of some of them. English I PELC 1 p. 7 pictures, cut-outs, flashcards, real objects, box, improvised fishing rod Listen attentively

II.

2.

3.

B.

Presentation 1. Present pictures to the class. Then say the name of the pictures clearly. Let the pupils listen attentively as you name the things. Put each picture on the pocket chart. star house cake kangaroo queen snail hat can kangkong quail sun hammer car sweater horse cart square ham candle Pupils name the picture then tell the beginning letter of each word. (Pictures with /s/ only.) Tell the pupils that each word begins with at consonant. 3. Pupils copy the beginning consonant letter on the cardboard. 4. Teacher produces the sound of the letter. 5. Pupils repeat the sound correctly after the teacher by the whole class, by groups then by individual pupils. 6. Do the same procedure with consonant letters h, c, k, q. 7. Show some more pictures. Call on individual pupils to name the picture and produce the consonant sound. Generalization What is the sound of /s/? /h/? /c/? /k/? /q/? Application 2.

C.

D. Sbce11

12 1. Guided Exercises Let the pupils get one picture from the chart and identify the consonant sounds. Call other pupils to copy the beginning consonant letter inside the box.

chair 2.

scissor

heart

Independent Exercises Fishing Game: Catch fish in the box using the fishing rod. Each fish has a corresponding picture. Name the picture and produce the beginning consonant sounds.

IV. Evaluation Copy the beginning consonant letter then produce the sound. Write it on the blank. ___________ 1. knee ___________ 2. quack ___________ 3. carabao ___________ 4. soft ___________ 5. hill V. Assignment Cut-out pictures begins with consonant letters s, h, c, k, q.

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13 I. Objectives 1. Produce consonant sounds listened to /d/, /t/, /g/, /j/ 2. Copy consonant letters Dd, Tt, Gg, Jj Value: Neatness Subject Matter Consonant Letters and Sounds (Dd, Tt, Gg, Jj) References: PELC II.1 p.7 PELC 1 p. 7 Fun in English 1 pp. 65, 74, 76, 81 English 1 pp. 25, 27 Pictures that begin with Dd, Tt, Gg, Jj Flashcards of letter Dd, Tt, Gg, Jj

II.

Materials:

III. Procedure A. Preliminary Activities 1. Drill Reading the letter Dd, Tt, Gg, Jj 2. Review Present picture with beginning sounds of /s/, h/, /c/, /k/ Examples:

sun

kite

hat

cat

queen

3.

Motivation Lets play Who wants to be a millionaire? Present the pictures of Dog, table, grapes and jar.

Direction: In this game, let the pupils guess the beginning letter of each picture. Question number 1. Arrange the pictures in alphabetical order. Let them name each picture. B. Sbce11 Presentation

14 1. Present the following pictures that begin with Dd, Tt, Gg, Jj Examples: door, desk, deer, dice table , top, tent, turtle girl, goat, guitar, garland jam, jeep, jaw, jet Let the pupils name the pictures Let them produce sounds of /d/, /t/, /g/, /j/ through pictures. Let us write on the air the letter Dd, Tt, Gg, Jj. Present the flashcards of the letters. Let the pupils copy on their paper. In copying the letters, copy it correctly and neatly. Let them produce again the sounds of each letter.

2. 3. 4. 5. 6. 7. C.

Generalization What is the sound of Dd? Tt? Gg? Jj? Application 1. Guided Exercise Group the pictures according to their beginning sound.

D.

Dad

Jump

tree

jam

goose 2.

turtle

gate

duck

d t g j Independent Exercise Game: Spin a Wheel Direction: Group the pupils into four. Each group will spin the wheel. If the arrow pointed into the letter Ss, think of words that have /s/, then do the same direction. IV. Evaluation Write the beginning sound of each picture. 1. 4. 2. 5. 3.

V.

Assignment Draw or cut pictures that begins with Dd, Tt, Gg and Jj.

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15 I. Objectives: 1. Produce consonant sounds listened to /w/, /x/, /y/, /z/ 2. Copy consonant letters ( Ww, Xx, Yy, Zz ) Subject Matter Consonant Letters and Sounds ( Ww, Xx, Yy, Zz ) References; PELC II.1 p. 7 PELC I p. 7 Fun in English 1 p.51 English pp. 30-31 Materials: real objects/pictures that begin with Ww, Xx, Yy, Zz flashcards of Letter Ww, Xx, Yy, Zz Story: The Witch (created by the writer) Procedure: A. Preliminary Activities 1. Pronunciation Drill witch yoyo walked caught pot very zebra put 2. Review Give the beginning sound of the following pictures

II.

II.

xylophone forest

3. 4.

Unlocking the difficulties through pictures/action witch xylophone big pot zebra Motivation Have you gone to the Zoo? What did you see there?

caught

B.

Presentation 1. Present the story to the class. Tell the pupils to listen carefully as the teacher reads the story. The Witch One day, a witch walked around. She saw a boy playing yoyo. Then she heard a sound of a xylophone. She was very happy. She ran to the forest. A big zebra came to her. A witch caught the zebra and put it in the big pot. Read the story again, then let the pupils read each sentence after the teacher.

2. C.

Comprehensive Check-up 1. Who walked one day? 2. What did the witch see? 3. What did the boy play? 4. What sound did the witch hear? 5. How did she feel? 6. What did the witch see in the forest? 7. Where did she put the zebra? Let the pupils point the words that begin with Ww, Xx, Yy and Zz. Let them read the words with pictures.

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16 Let them produce the sounds of /w/, /x/, /y/, /z/, let them write the letters at the back of their seatmate using their forefingers. Let them copy the letter Ww, Xx, Yy, and Zz on their paper. Tell them to copy the letters neatly and correctly. D. Generalization What is the sound of Ww? Xx? Yy? Zz? Guided Exercise Group the pupils into three. The first group will show the pictures that begin with Ww, Xx, Yy and Zz. The second group will name the pictures and say the beginning sounds. The third group will write the beginning letter of each picture. The three groups will rotate through cycle. Example: Group 1 Group 2 Group 3

E.

/W/

F.

wig Independent Exercise Draw ( 1 ) object each beginning with Ww, Xx, Yy and Zz. Write the beginning letter under each picture. Example:

IV. Evaluation Color the pictures that begin with /w/, /x/, /y/, /z/

V.

Assignment Collect pictures that begin with Ww, Xx, Yy and Zz

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17 I. objective Note similarities/differences as to size and length. Value: Be kind to everyone and be considerate. Subject Matter: Similarities and differences as to size and length. References: PELC III.1 p. 7 Science and Health 1 pp. 8-9 Science for Young Learners 1 pp. 37-41 English 1 pp. 36-39 materials: Real objects, two children, pictures and flashcards

II.

III. Procedure A. Preliminary Activities 1. Song: Small circle (2x) Big circle Small circle (2x) Big circle This is my boat Im going to write This is mama, this is papa Waving goodbye Six times six is thirty six Six times six makes magic. 2. Review a. Cross out the picture that is similar to the first picture. Example:

b.

Encircle the picture that is different from the group. Example:

3. B.

Motivation Who wants to describe his/her seatmate? Procedure 1. Call three pupils to come up front. Let the pupils tell something their classmates. 2. Write down their answer to the board and read it. 3. Present the words size and length. let the pupils read the words. 4. Let the pupils play Group Yourselves. Ask them to group themselves according to their height.

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18 5. Discuss how they are similar or different. 6. Present picture of three children.

1. 2. 3. 4. 5.

Look at the three children How are Meliza and Nimfa similar? How are they different? How are Meliza and Joshua similar? How are they different? Look at their bags. Look at their shows. Are their bags similar? Are their shoes similar?

C.

Generalization How are children similar? different? How are things similar? different? Guided Exercise Game: Bring Me Example: Bring me a long rope Bring me a small ball Independent Exercise Encircle the letter of the correct answer. 1 Which is big?

D.

E.

A
2. Which is long?

A
3. Who is taller?

Carlos

Miguel

IV. Evaluation Put a check ( ) to the object that are similar.(Refer to the visual aid)

V. Assignment Cross the object that is different from the group.

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19 I. Objective Identify big and small letters from Nn to Zz Write legibly/correctly in manuscript form the capital and small letters of the alphabet from Nn to Zz. Write the letters Nn to Zz according to sequence. Subject Matter Big and Small Letters from Nn to Zz Sequencing of the Letters of the Alphabet Letters Writing Reference: PELC 1 p. 7 Reading PELC 2.3 p. 7 Writing Communicating is Fun Tx pp. 19-21 Communicating is Fun Tm pp. 23-24 Skills Devt Book in English pp. 66-67 Cut-outs of the letters Nn to Zz flashcards Neatness

II.

Materials:

Value:

III. Procedure A. Preliminary Activities 1. Drill: Read the following letters ABCDEFGHIJKLM abcdefghIjklm 2. Review: Write the missing letters a. b. c. 3. A__C__ E__ __H __ J __ __ M d. e. f. __ b __ d __ f __ h I __ __ l __

Motivation: Lets rap Look at my two hands They help me to write I can write big letters I can write small letters Like Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz How many hands do you have? What kind of letters can your hands write? What letters are mentioned in the rap?

B.

Presentation 1. Parade of letters Distribute the flashcards of letters from Nn to Zz to the pupils. Let the pupils march around

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20 the room while holding the flashcards. After that, the children will stand in front and show the cards to their classmates. then they will identify the letters by saying This is big letter N and small letter n etc. 2. Show a magic mango tree with many fruits. Tell the pupils that they will pick one mango fruit at a time. Let them open the mango fruit and find out what letter is written on it then have them arrange the letters according to the correct order or sequence in the pocket chart. Then read the said letters. 3. Let the pupils write the big and small letters Nn to Zz on the board according to the correct sequence or order. Generalization 1. How are the pairs of letters written? 2. How did we arrange the letters of the alphabet? Application 1. Guided Exercises Lets Go Fishing Each pupil will catch a fish using an improvised fishing rod from the improvised aquarium. Then let them see what letter is written on the fish. After fishing , have the pupils match the big and small letters written the fish. 2.

C.

D.

Independent Exercises Write the missing letters of the alphabet to complete the pattern a. N __ P __ d. __ o __ q b. __ ST __ e. r __ __ u c. __ W __ Y f. v __ __ __ z IV. Evaluation Write the letters in their correct order. 1.

O P N R Q
_______ _______ ______ _______ _______

2.

W Z V Y X
______ ______ _______ _______ _______

Correct the big and small letters 1. Q w 2. W n 3. R z 4. Z q 5. N r V. Assignment Cut out from magazines or newspaper the letters of the alphabet in pairs, then paste the letters on a coupon bond according to their correct sequence.

3.

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21

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22

Game: Pick a fruit from a tree. Name the picture at the back of the fruit then produce the sound of the vowel. Magic Flower: Open the petal of the flower, name the picture shown then produce the sound of the vowel IV. Evaluation Distribute one picture card to each pupil, let them name the picture and produce the sound of the vowel. Then copy the vowel inside the box. Example:

V.

Assignment Cut-out one picture from magazines that begins with a vowel. Bring it to school, name the picture and produce the vowel sound. of the vowel. Magic Flower: Open the petal of the flower, name the picture shown then produce the sound of the vowel

IV. Evaluation Distribute one picture card to each pupil, let them name the picture and produce the sound of the vowel. Then copy the vowel inside the box. Example:

V.

Assignment Cut-out one picture from magazines that begins with a vowel. Bring it to school, name the picture and produce the vowel sound

1.

Divide the class into 3 groups Give a chart/poster to each group. Group I animals Group II objects Group III transportation Let each member of the group name a picture on the chart/poster then imitate the

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23 sound it produces. The activity will be done one at a time by each group. C. Comprehensive Check-up 1. What do you call the first chart of pictures? The second? The third? 2. What can they produce? 3. Which can produce high sound? Low sound? 4. Were you able to tell whether the sound high or low? What did you do? Generalization What kind of sounds do animals/objects/transportation produce? Some animals/objects/transportation produces high sound. Some animals/objects/transportation produces low sound. Application 1. Guided exercises Raise your right hand for high sound and left for low sound. a. Moo! Moo! b. Eng! Eng! Eng! c. Prrt! Prrt! d. Toot! Toot! e. Ting! Tang! 2. Independent exercises Draw If the picture produces high sound and if it produces low sound. a. d. carabao

D.

E.

b.

e. sing lower do-do-do

c.

IV. Evaluation Play the game Where do I Belong Name the picture then produce its sound Paste it to where it should belong.

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24 Lesson Plan English Grade I Lesson 13 I. Identify the initial and final /f/ and /v/ sounds. Associate names of objects/pictures with their printed symbols/words. Subject Matter Initial and Final /f/ and /v/ Sounds Objects/Pictures Words Association Needs of the Human Body Food References PELC 2.1 p. 7 Lettering PELC 2 p. 7 Reading English I pp. 23 and 26 The new Science and health p. 17 real objects, pictures of words with initial and final /f/ and /v/ sounds. Caring for our body

II.

Materials:

III. Procedure A. Preliminary Activities 1. Pronunciation Drill Reading of words with initial and final /p/ and /d/ sounds pan cap box crab pen lip bell web 2. Review Clap your hands once if the picture has initial /p/ sounds and twice if it has final /p/ sound. Stomp your feet once if the picture has initial /b/ sound and twice it has final /b/ sound. (Pictures will be flashed by the teacher) 3. Unlocking of difficulties vendor fruits vegetable give vitamins life Motivation: Lets play Bring me objects that have initial and final /f/ and /v/ sounds?

4. B.

Presentation 1. The teacher will read a story using some real objects and pictures. Fely is a vendor. She sell fruits and vegetables at the market everyday. She says that fruits and vegetables are good source of vitamins. Eating vegetables and fruits everyday will give you long life. 2. Comprehensive Check-up a. What is the vendor? b. What does she sell? c. What do0es she say about the fruits and vegetables? d. What will happen to us if we eat fruits and vegetables everyday? e. What other food do you think (that we need to) will make us strong and healthy?

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25 3. 4. Skill Development What words found in the story with initial and final /v/ and /f/ sounds? Show other objects/pictures of words initial/final /f/ and /v/ sounds.

5.

6.

Let the pupils name the objects or pictures. Ask which picture has initial /f/ and the the one with final /f/ Do the same procedure in asking question about the picture with initial and final /v/. Have the pupils read the word with initial and final /f/ and /v/ sounds. fan leaf van cave fat scarf vest hive form roof volcano five feet elf vinegar dove

C.

Generalization 1. What are the initial sound of feet, flower, volcano and vine? 2. What are the final sounds of roof, life, cave, have, hive and save? Application 1. Guided Exercises Pupils will get one picture then name it and give its initial sound or final sound and paste it to the correct column on the board. Initial/Final Final /f/ sound Initial /v/ sound Final /v/ sound

D.

2.

Independent Exercise Encircle the word that has different initial sound. 1. 2. vine, vest, feet fan, four, vat 3. 4. form, violet, food veil, vase, face 5.fat, fork, vowel

!V. Evaluation Write the letter of initial or final sound of each picture. 1. __lower 4. __inta

2. Sbce11

__irgers

5.

fi__e

26

3. V.

lea__

Assignment Write yes if the word has initial /v/ and /f/ sounds and no if the words has final /v/ and /f/ sounds. _______ 1. father _______ 2. cave _______ 3. fish _______ 4. volcano _______ 5. scarf _______ 6. vinta

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27

Lesson Plan English Grade I Lesson 14 I. Identify the initial and final /d/ and /dz/ sounds. Associate names of objects/pictures with their printed symbols words. Subject matter Initial and Final /d/ and /dz/ Sounds Objects/Pictures - Association Animals that Live on land References: PELC 2.1 p. 7 Listening PELC 2 p. 7 Reading English I pp. 25 and 27 Spoken English I pp. 43-44 Science and Health p. 42 real objects, picture of words with initial and final /d/ and /dz/ sounds Caring for the Animals

II.

Materials: Value:

III. Procedure A. Preliminary Activities 1. Pronunciation Drill Reading of words with initial and final /f/ and ?v/ sounds. fan leaf van dove feet roof vest cave 2. Review Let the pupils name the pictures in column A and give their initial sounds. Have them also name the picture on column B and give their final sounds. Column A Column B

3.

Motivation Teacher teaches the song with the tune of B-I-N-G-O Little Julie had a dog And Dodie was his name Oh D-O-d=i=e (3x) And Dodie was his name Oh

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28 Who has a dog? What is the name of her dog? In what letters Julie and Dodie begin? B. Presentation 1. The pupils will watch the animals that live in land on the movie roll. After watching, have the pupils name the animals that live on the land. Ask them how they can show their care for them. Then have them name those animals that have initial and final /d/ sound 2. The teacher will also show objects or pictures of words like drums, dress, jar, juice, jam, jeep, hand, head, cage, cabbage and garbage. Let the pupils name those with initial /d/ and /dz/ sounds, then those with final /d/ and /dz/ sounds. 3. Ask where is the /d/ sound in dog, duck, desk, head, bird, road etc. Let the other pupils to ask their classmates on where is /dz/ sound in juice, jeep, jackfruit, cage and cabbage. 4. Let the pupils read words with initial and final /d/ and /dz/ sounds. Generalization What are the initial sounds of drum, dress, door, jacket and jeans? What are the final sounds of hand, bed, cloud, cage and garbage? Application 1. Guided exercises Divide the class into 4 groups. Distribute different pictures and manila paper to each group. Group one and two will paste all the pictures with initial and final /d/ sounds. Then group three and four will paste all the pictures with initial and final /dz/ sound. let each group present or show their work in front. 2. Independent Exercises Give the initial sound of each picture

C.

D.

Give the final sound of each picture

IV. Evaluation Write the letter of the missing sound on the blank. 1. Dad opens the ___oor.

2. Sbce11

Jill sleeps on her

be__

29

3.

The

__uck swims in the pond.

4.

I saw a

__et up in the sky.

5.

Donna likes the mango

__am.

V.

Assignment Connect the picture with its name doll

1.

jacket

2.

jacket

doll

3.

cage

cage

4.

head

jar

5.

jar

head

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Lesson Plan English Grade I Lesson 15 I. Identify the initial and final /c/ and /g/ sounds. Associate names of objects/pictures with their printed symbols/words. Subject Matter Initial and Final /c/ and /g/ Sounds Objects/Pictures Association Common Animals References: PELC 2.1 p. 7 Listening PELC 2 p. 7 reading English I pp. 24 and 27 Fun in English 1 p. 76 Science and Health pp. 46-47 real objects, pictures of words with initial and final /c/ and /g/ sounds. Caring for the Animals

II.

Materials: Value:

III. Procedure A. Preliminary Activities 1. Pronunciation Drill Flashcards reading of words with initial and final /d/ and /dz/ sounds. door drum duck jar jet bud cabbage doll desk dress juice jacket head garbage 2. Review: Encircle the initial letter sound of the picture

3. Sbce11

Motivation lets play guessing game

31 The teacher will describe animals that have initial or final c and g sounds. The first pupil to answer will receive a star. Example: It eats grasses and leaves. It says meeh-meeh-meeh. (goat) It runs after the rat And says meow-meow-meow. (cat) B. Presentation 1. The teacher will show some pictures of animals. Ask the pupils to get one and name it and give its initial or final sounds. 2. Show also some objects or pictures that have initial /c/ and /g/ sounds and final /g/ sound. Let the pupils name each objects pr pictures then put them in the box to where they belong. Examples: Initial /c/ Sound Initial /g/ Sound Final /g/ Sound

3. 4.

Ask where c in cap, cart, cement and corn is. Ask also where is g in gift, guitar, gem, gelatin, mug, bag, log and flag. Reading of words with initial and final /c/ and /g/ sounds. cap cement goat gem log hog cat cell gum gelatin hug mug car centavo gate gel bag tag

C.

Generalization What are the initial sounds for can, cow, goat, gold and garden? What is the final sound for log, mug and dog? Application 1. Guided Practices: Picking Guavas Each pupil will pick one guava fruit from a cut-out of a guava tree. Then name the picture on it and give its initial sound. 2. Independent Exercises Write the letter of the initial sound of the following pictures. 1. 2 3 4 5

D.

Write the letter of the final sound of the following pictures. 1. 2 3. 4. 5.

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IV. Evaluation Write the letter of the initial or final sound of the following pictures. 1. __ap 4. __up

2.

__rass

5.

fla__

3.

__ake

V.

Assignment Draw 3 pictures with initial /c/ sound, 3 pictures with initial /g/ sound and 3 pictures with final /g/ sound. Lesson Plan English Grade I Lesson 16 Identify the initial and final /m/ and /n/ Associate names of objects/pictures with their printed symbols/words. Subject Matter Initial and Final /m/ and /n/ Sounds Objects/Pictures Words Association References: PELC 2.1 p. 7 Listening PELC 2 p. 7 Reading TM English pp. 51-52 TX English p. 28 pictures, cut-outs, flashcards, real objects, calendars Listen attentively

I.

II.

Materials: Value:

III. Procedure A. Preliminary Activities 1. Review Divide the class into two groups. Put pictures with /g/ and /f/ with equal numbers at random on the blackboard ledge. Have a contest in grouping the pictures. Group I will put all the /g/ words on the left side of the pocket chart. Group 2 will select and put all the words on its right side. The group which finishes first and names all the pictures correctly is the winner. 2. Motivation: Ill tell you a story. listen very well so that you can tell which words begin/end with the /m/ and /n/ sounds. B. Presentation The teacher will read a story using some real objects and pictures.

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33 Yesterday, mother went to market. She bought nine mangoes and a melon. She also bought some nuts and mango. She asked How much will I pay? The seller said Ninety pesos. Mother gave the money to the seller. 1. Comprehensive Check-up a. Where did mother go? b. What fruits did she buy? c. What else did she buy? d. How much did the fruits and vegetables cost? e To whom did she give the money? Skills development a. What words are found in the story with initial and final /m/ and /n/ sound? b. Show other objects/pictures of words with initial /m/ and /n/ sounds. c. Let the pupils name the objects or pictures. Ask which picture has initial /m/ and the one with the final /m/. d. Do the same procedure in asking questions about the pictures with initial and final /n// e. Have the pupils read all the words with initial and final /m/ and /n/ sounds monkey jam nest pan mother drum nun can mango ham nut run May gum nail sun

2.

C.

Generalization 1. What is the initial sound of Monday? Manuel? Nut? Nilo? 2. What is the final sound of jam? gum? pan? sun? Application 1. Guided Exercises Have the pupil open the textbook on page 28. Pick out the pictures that begin and end with the /m/ sound. Pronounce their names their names correctly. Do the same with the pictures and end with /n/. 2. Independent Exercises Have the pupils pick out pictures. Let them say the name of the pictures and tell the final and initial sound.

D.

IV. Evaluation Write capital M if the word begins/ends with /m/, write capital N if it begins/ends with the /n/ sound. ___________ 1. ___________ 2. ___________ 3. ___________ 4. ___________ 5. V. mother Nilda Sun Mama drum

Assignment Collect pictures of objects or animals that have initial and final sound /m/ and /n/ and paste it in your notebook.

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Lesson Plan English Grade I Lesson 17 I. Identify the initial /q/ and /r/ sounds. Associate the names of objects/pictures with their printed symbols/words. Subject Matter Initial /q/ and /r/ Sounds Objects/Pictures = Association References: PELC 2.1 p. 7 PELC 2 p.7 TM English 1 pp. 52-54 TX English I p. 29 TX Growing in English I p. 140 pictures, cut-outs, flashcards Work Independently

II.

materials: Value:

III. Procedure A. Preliminary Activities 1. Drill Give the name of the picture mother 2. mango drum Nilda sun nun

Review: What is the initial sound for the first picture? (Do the same with the other picture using initial and final sounds /m/ and /n/)

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35 3. Motivation Look at the picture. What do you see in the picture? Im going to read a rhyme.

B.

Presentation 1. Reading the rhyme by the teacher. Queeni says aloud Rain, rain Go away Come again Another day Little Queenie Likes to play 2. Comprehensive check-up a. What did Queenie say? b. Who likes to play? c. What did Queenie say, Rain go away? 3. Skills development What words are found in the rhyme with initial /q/ and /r/ sounds? 4. Show other objects/pictures of words with initial /q/ and /r/ sounds? queen rat 5. 6. rabbit quail rain radio Quennie ring

Let the pupils name the objects or pictures. Ask which picture has initial /q/ and /r/ sounds. Have the pupils read all the words with initial /q/ and /r/ sounds. quick queen rose Rain question rabbit rainbow Rosa queen run ring Rizal

C.

Generalization What is the initial sound of question? queen? rainbow? Rizal? Application 1. Guided Exercises Pupils will get one then name it and give its initial sound and paste it to the correct column on the board. Initial /q/ sound Initial /r/ sound

D.

2.

Independent Exercises Teacher presents pictures beginning with /q/ and /r/ sounds. Let the pupils identify the picture. As they name the picture let them get from the basket the picture name and place below the picture.

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36

rat

ring

queen

quail

IV. Evaluation Listen to the words I say. If you hear the /r/ sounds at the beginning write R. If the word begins with /q/ sound write Q. _________ 1. _________ 2. _________ 3. _________ 4. _________ 5. V. Assignment Select and draw pictures you like best on p. 29 and write the beginning sound. rainbow queen read room question

Lesson Plan English Grade I Lesson 18 I. Identify the initial and final sounds /w/, /x/ and /y/ Associate names of objects/pictures with their printed symbols/words. Subject matter Initial and Final /w/, /x/ and /y/ Sounds Objects/Pictures Word Association References: PELC 2.1 p. Listening PELC 2 p. 7 Reading TM English I pp. 54-56 TX English I p. 30 pictures, flashcards Proper care of belongings

II.

Materials: Value:

III. Procedure A. Preliminary Activities 1. Drill Reading of words with initial /q/ and /r/ sounds. quick quiet rain rise queen Queen rainbow Rita question quail rabbit rake Sbce11

37 2. Review: Distribute the pictures and the word cards to the class. Tell them to look for and match thirds with the pictures. Motivation Look at the picture. What are the girls doing?

3.

B.

Presentation 1. The teacher reads a story about the picture. This is Weenie. This is Winda Weenie and Winda are sisters Weenie has a xylophone She plays with her xylophone Winda has yoyo She plays with her yoyo They play in the yard After playing, Weenie keeps her xylophone in the cabinet Winda keeps her yoyo in the box. 2. Comprehensive check-up a. Who are the girls in the picture? b. What does Weenie have? c. What does Winda have? d. Who plays the xylophone? e. Who plays the yoyo? f. Where does Weenie keep her xylophone after using it? g. Where does Weenie keep her yoyo after using it? Infusion of value Do you also keep your toys after using them? Skill Independent What words are found in the story which initial and final /w/ and /y/ sounds? Show other objects/pictures of words with initial/final /w/, /x/ and /y/ Let the pupils name the objects or pictures. Ask which picture has initial /w/ and the one with final /w/ (Do the same procedure in asking about the pictures with initials and final /x/ and /y/. have the pupils read all the words with initial and final /w/, /x/ and /y/ sounds/ women we wash well draw few grow now xylophone Xerox box wax yes yesterday yard yarn bay fly toy sky

3.

4.

C.

Generalization What is the initial sound of woman? We? Xerox? Yesterday? What is the final sound of box? Wax? Grow? Now? Fly? Sky?

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38 D. Application 1. Guided Exercises Let the pupils play a game. Picking fruits. Divide the class into three groups. Ask group 1 to pick all the W picture words within five counts each. Have group 2 pick all the X picture words they picked. The first one to finish is the winner. 2. Independent Exercises Have them open their books on page 30 and name all the pictures. Let the pupils to give sentences using those pictures.

IV. Evaluation Write W if the word begins/ends with /w/. Write X if it begins/ends with /x/ sound and write Y if it begins in /y/ sound. ________ 1. ________ 2. ________ 3. ________ 4. ________ 5. V. Assignment Draw 3 pictures with initial /w/, /x/ and /y/ sound Draw 3 pictures with final /w/, /x/ and /y/ sound. yoyo watch Xerox toy cow

Lesson Plan English Grade I Lesson 19 I. Objectives 1. Discriminating the critical consonant sounds /f/ and /p/. 2. Identify and produce the /f/ and /p/ sounds correctly. 3. Write legibly and neatly in manuscript form letter Ff and Pp. Value: Caring for animals / Cooperation / Neatness Subject Matter Critical Consonant Sounds /f/, /p/ Letter Ff and Pp References: PELC 2 p.7 Communicating is Fun p. 50 Fun in English I p.44 English 1 p. 26 Skills Development in English 1 pp. 22-23

II.

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39 Science and Health 1 pp. 69-70 real objects, pictures, model aquarium, crayons, 2 small basins

Materials:

III. Procedure A. Preliminary Activities 1. Drill Producing the consonant sound of letter symbols learned. q s v r t w 2. Review Identifying real objects. What is the initial sound of each?

3.

Unlocking of difficulties through pictures pet pigpen

piglets

4.

Motivation Do you have pets at home? What is you pet? Tell something about your pet.

B.

Lesson Proper 1. Presentation Present a picture story Petrs Pet

has a pet. His pet is a

. Its name is Freda.

Freda has 4 fat Sbce11

40

They live in a

a. b. 2.

Teacher reads the story while pupils listen. Let the pupils repeat each line after the teacher.

Comprehensive check-up Who has a pet? What is his pet? What is its name? What does Freda have? How many piglets are there? Where do they live? What do we do with our pets? How do you show your love to your pets? What common initial sounds did you hear? What are the words that have /f/ sound in the story? /p/ sound? Generalization What is the sound of F? P/ Name things that have initial /f/ and /p/ sounds. Writing Activity Write capital/small letter Ff and Pp. Ff Pp Ff Pp Ff Pp Ff Pp

3.

4.

5.

Practice a. Guided Exercises Game: Lets Go Fishing (model aquarium, two small basins) Present a model aquarium with fishes. Inside each fish has a picture with /f/ and /p/ sounds. Call some pupils to catch some fish. if it has initial /f/ or /p/ sound, let them put it in designated basins. Give praises to those pupils who will get the correct answer. b. Independent Exercise Color the picture red if it begins with /f/. Color the picture yellow if it begins with /p/.

1. Sbce11

4.

41

2.

5.

3.

IV. Evaluation Look at the picture below. Write the beginning sound of /f/ and /p/.

1.

4.

2.

5.

3. V. Assignment Cut out pictures having initial /f/ and /p/ sounds. Group them according to their initial sounds. Paste them in your notebook.

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Lesson Plan English Grade I Lesson 20 I. Objectives 1. Discriminate consonant sounds /b/ and /v/. 2. Identify and produce /b/ and /v/ sound correctly. 3. Name things that have /b/ and /v/ sounds. 4. Write legibly and neatly in manuscript form letter Bb and Vv in capital and small letters. Value: Appreciation of Gods creation Subject Matter

II.

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43 Critical Consonant Sounds /b/ and /v/ Letter Bb and Vv References: PELC 2 Fun in English 1 p. 36 English 1 p. 23 Communication is Fun p. 51 Science and Health 1 pp. 69-70, 98 real objects, pictures, pocketcharts

Materials:

III. Procedure A. Preliminary Activities 1. Warm up Reciting a rhyme or poem 2. Review Write for p on the blanks

___ish

___illow

___ive 3. 4.

___ail

Motivation Have you gone in the garden? What have you seen in the garden? Unlocking of difficulties garden vine playing around

B.

Lesson Proper 1. Presentation Now, Im going to read a short story. Listen to the common initial sounds that are found in the story. In the Garden Victor and Vina went to the garden. They saw many things. There were vegetables like beans, vines and bananas. There were animals too. Bees, birds and butterflies were flying around the blue and violet flowers. Comprehension Check up Who went to the garden?

2. Sbce11

44 What did they see? What were flying around? What are the colors of the flower? Who made all these things? What will you do with these things? Skill Development a. What were the common initial sound that you heard? Teacher writes the letters on the chalkboard. Let the pupils produce the sounds., then by groups and individually. b. Identify the words that have /b/ and /v/ sound in the story. /b/ /v/ beans vegetables bananas vine bees Victor birds Vima butterflies violet blue c. Let the pupils name other things that have initial /b/ and /v/ sounds. The teacher write the words on the chalkboard. Let the pupils read after the teacher Emphasize /b/ - /v/ sounds. Generalization What initial sounds did you learn? Let the pupils produce the sound /b/ - /v// Practice 1. Guided Exercises Teacher will show objects/pictures one at a tine. Pupils will clap their hands twice if it begins with /b/ and stamp their feet twice if it begins with /v/.

3.

4.

5.

1.

6.

2.

7.

3. 4.

8. 9.

5.

10.

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45

b.

6.

Independent Exercises Prepare the pocketcharts. label one chart with B and the other one with letter V. Distribute picture to the pupils. Each pupil will identify the picture and put it on the pockletchart where it belongs. Writing Activity Write the picture below. Write the letter of the beginning sound of each picture on you paper.

1.

4.

2.

5.

3.

V.

Assignment Cut out picture that have /b/ and /v/ sounds. Paste them on your paper.

Lesson Plan English Grade I Lesson 21 I. Objectives 1. Identify speech sound /s/ and /z/.

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46 2. 3. 4. Differentiate the critical consonant sound /s/ and /z/ Associate name of objects/pictures with their printed symbol. Write legibly, correctly in manuscript form the capital and small letters /s/ and /z/. Value: II. Neatness/Treating animals properly.

Subject matter 1. Critical consonant sound s and z Word Association 2. References: PELC 2 English 1 Tx p. 174-175 Fun in English 1 Tx p. 51-53 3. Materials: pictures, charts Preliminary activities 1. Opening Song: Sit Everyone Sit (change sit to sing, smile or any action word that starts with s) 2. Review: Pronunciation Drill B and V ban van bird vine bus best vest bean veil vinta 3. Have you seen a snake? a bee? Who can describe it? What sound does it make? Let them produce the sound of a snake and bee? Presentation 1. Present the story. Tell the pupils to listen as the teacher reads the story. A Buzzing Bee (written in manila paper) 2. Read again the story and explain it slowly. Let them read after the story line by line. 3. Comprehension check-up Who is talking to the bee? What does the girl tell to the bee? What is the bee doing? Where may the bee fly? What sound does the bee make? What letter represent this sound? How about a snake, who can make its sound? What letter does it represent? 4. Do we need to kill the bees? Why? What do they gave to us? How should we treat them? 5. Provide example of words with /s/ and /z/ sound. Use some words in the story. 6. Give them practice in writing big and small letter s and z.

III. A

B.

C.

Generalization Do S and Z sound the same? Produce S Z sound correctly Exercises

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47 a. Guided Exercises Teacher presents pictures beginning with /s/ and /z/ sound. Let the pupils identify the pictures. As they name a picture, let them pick the box the picture names and place below the picture or vise versa. Do this in a form of a group.

seven sun zero zigzag sock six star b. Independent Exercises Draw and color objects with /s/ and /z/ sound. Write S it it has /s/ sound and Z if it has /z/ sound. Write it below the picture. IV. Evaluation Teacher says a word. Tell the pupils that if they hear the /s/ sound they will Hiss like snake. But if they hear the /z/ sound, they will Buss like a bee.

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